ARTICLE TEMPLATE FOR JOURNALS

No. TEMPLATE EXAMPLE

1. TITLE AND ABSTRACT Sample 1:

The abstract should be in one paragraph. The abstract

should succinctly describe your entire paper. It comprises
of the purposes of the research, method, and the findings
of the research.

Keywords: …………, …………, …………. (3-5 words and/or

phrases)

2. INTRODUCTION
In Introduction, Authors should state:
a. Adequate background and short literature
survey/previous researches.
b. The objectives of the work
In the introduction Authors also may provide relevant
theories will be used in the discussion.
Sample 2:
Sample 1:
INTRODUCTION
Teaching English has now been devoted to meet the specific needs of each
discipline, for example: Engineering English, English in sports, English in Medicine,
Business and Economics English, etc. Teaching English in those fields/disciplines is
commonly referred to as English for Special Purposes (ESP). The current ESP field is also
highly developed into Content and Language Integrated Learning (CLIL), which means
teaching each subject line using English as the medium of instruction.
CLIL itself has become a trend of English teaching that is commonly applied in
Europe and there is a change of name to Sheltered Instruction (SI) in America. This English
teaching technique is considered to be able to bridge the learner's need to acquire learning
content in each field of study and English. If viewed from the aspect of language, the
application of CLIL itself is in line with the central principle of communicative language
learning which aims to place language learning in a meaningful context for learners
(Finocchiaro and Brumfit, 1983). While if it is viewed from the pedagogical science, CLIL
is an approach in response to the necessity for integrating education in both university
subjects and language skills (Rubtcova and Valentina, 2016).
Application of more contextual English learning through CLIL also must be
equipped with a more appropriate method in terms of learning academic text for students.
Therefore, this paper would describe the result of the small-scale study carried out among
the 2nd year students of bilingual class at the Sport Science Department, Unnes. It was to
examine how CLIL based on systemic functional linguistics could be implemented in a
tennis bilingual class. The study was also an attempt to know the response of bilingual
students towards the implementation of CLIL in the class. The paper then was supposed to
be a guideline for lecturers who teach bilingual classes as the process of supporting
internalization programs.

Literature Review
Bilingual Education
Bilingual education is a model of the use of two languages to convey curriculum
materials with the aim of strengthening the students’ competence in foreign languages. By
using this model there are two main things that students get, namely the mastery of content
itself and speaking mastery in two languages. Learning a language is learning how to
express intentions in an environmental context. The wider the social environment, the need
for mastery of language with all its complexity will be increasing as well. Cohen (1985)
states that “bilingual education” is the application of two languages as media of instruction
for a learner or a group of learners in part or all of the school curriculum. It is similarly
acknowledged that it is impossible to completely separate language and culture.
Accordingly, the term bilingual education includes the concept of bicultural education
(Ovando and Collier 1985).

Sample 2:
There are many kinds of learning method in language learning, which categorized as
traditional and modern methods. Both categories have their own advantages to be
 implemented in specific characteristics of students, meaning that different students’
characteristics need different treatment in learning1.
In a learning process, especially language learning, the different characteristics of
learners is significantly influence the result of the learning itself. The National Council for
Accreditation of Teacher Education (NCATE) defined that definition of diversity as
differences among groups of people and individuals are based on ethnicity, race,
socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and
geographical area.2
In language learning, there are various learning methods which have been created
by researchers and scholars for along time. For example Grammar Translation Method
(GTM), Direct Method, Total Physical Response (TPR), Audio-Lingual Method (ALM),
Communicative Language Teaching (CLT), etc. The issue of methodological
appropriateness has existed concerning the transfer of language teaching methods to a
development context.
This study investigates three questions: How the practice of GTM in foreign
language learning for current students is; How the students’ attitude on learning English
using GTM is; and What characteristics of students which best taught using GTM are.

Literature Review
Grammar Translation Method is a variety of conventional method in English learning
which focuses on students’ understanding in sentences’ translation. It is a teaching new
language method which is also known as Direct Method.The students have to imitate the
pattern and the pronunciation.10 In Latin and Greek, it is called as Classical Method.11
Classical or traditional methods serve many benefits for the learners, both in the learning
process and the result. Those methods allows the teacher to be closer to the students, that
they know the psychological condition and confusion faced by the students directly.
Besides, they are able to guide them clearly in discussion conducted in classroom
learning12.

3. MATERIALS AND METHOD Sample 1:

Materials and methods should make readers be able to MATERIALS AND METHOD
reproduce the experiment. Provide sufficient detail to
This study used a qualitative descriptive approach in order to provide an overview
allow the work to be reproduced. Methods already
of the implementation of Content and Language Integrated Learning which is based on
published should be indicated by a reference: only
relevant modifications should be described. Do not repeat
the details of established methods.
Systemic Functional Linguistics practiced within a tennis bilingual class. A qualitative
descriptive approach was conducted so that this research could produce a detailed picture
of the implementation of Content and Language Integrated Learning which is based on
Systemic Functional Linguistics. The participants of this study were the 2 nd year
undergraduate students of Sport Science Department of UNNES that were registered in the
bilingual class and comprised 20 students, academic year 2016/2017. They would answer
an open and a closed questionnaire on the last lecturing day to obtain the information
dealing with CLIL implementation.
The data used for this study were collected through several stages:
1) Observation
Observations would be performed during the classroom using audio and video
recorder. The observation was focused on the steps undertaken by the lecturer in
implementing Content and Language Integrated Learning based on Systemic
Functional Linguistics.
2) Interview
The interview was organized to both lecturer and students of tennis class to support the
data obtained from the observation. The interview is aimed to know the opinion of the
students towards the implementation of Content and Language Integrated Learning
based on Systemic Functional Linguistics in Tennis class.
3) Questionnaire
The questionnaires used in this study are divided into two: a) closed questionnaires
containing yes or no statements, and b) open questionnaires used to check student
attitudes and opinions on the implementation of Content and Language Integrated
Learning based on Systemic Functional Linguistics.
Sample 2:
This study used qualitative approach to analyze the data and it is a kind of case
study. The researcher observed the classroom activity and delivered the questionnaire
to the students. There were three meetings the researcher observed and investigated
covering students’ activity, activeness, ability in doing task, understanding to the
material, responses toward the lecturer’s explanation and questions, and the other
significant aspects which were observed by the
researcher. In this research, the researcher had four parts, they were subjects of the
study, research instruments, research procedure, and procedure of analyzing the data.
Subject of this study wasa class of Non-English Department students taking
English 3 level. They were from Islamic Education program with various levels of

4. RESULTS & DISCUSSION
Results should be clear and concise. The results should
summarize (scientific) findings rather than providing data
in great detail. Please highlight differences between your
results or findings and the previous publications by other
researchers. The discussion should explore the
significance of the results of the work, not repeat them. A
combined Results and Discussion section is often
appropriate. Avoid extensive citations and discussion of
published literature.
In discussion, it is the most important section of your
article. Here you get the chance to sell your data. Make
the discussion corresponding to the results, but do not
reiterate the results. Often should begin with a brief
summary of the main scientific findings (not experimental
results). The following components should be covered in
discussion: How do your results relate to the original
question or objectives outlined in the Introduction section
(what)? Do you provide interpretation scientifically for
each of your results or findings presented (why)? Are your
results consistent with what other investigators have
reported (what else)? Or are there any differences?
activeness and competence in English proficiency. In order to get the data, the
researcher used three kinds of instrument. There were interview, observation sheet and
questionnaire. In analyzing the data which had been gathered, it used several steps,
namely data reduction, transcription and coding, data classification, data tabulation,
and data description and interpretation.
Sample 1:
RESULTS AND DISCUSSION
In line with the objectives, in this part, the researcher tried to explain the analysis
results of CLIL implementation in a tennis bilingual class by using data which was
collected through small-scale research. The results in this study were divided into three
main focuses, namely research planning, research implementation process, and the findings
of the research itself.
The followings are the steps of implementing CLIL witihin tennis class at four-
meeting classes;
1) First meeting
The first meeting began with the most basic tennis groundstroke, the forehand
groundstroke. To support the teaching of the content, the lecturer provided an
English material of action verbs. The learning process was divided into three
stages: a) deconstruction, b) joint construction, and c) individual construction.
Sample 2:
Results
According to the lecturer, some students were active and enthusiastic in learning
English and responding his questions. The other students only listened to the explanation
because they did not have much confidence and courage to answer or perform any English
utterance. The lecturer also explained that they were not in high level of English
proficiency, meaning that they might not been able to create English sentences
appropriately.
Discussion
GTM Accommodates Students in Understanding the Target Language
Subjects of this research are current higher education students which have been
familiar

5. CONCLUSION
Conclusions should answer the objectives of research.
Tells how your work advances the field from the present
state of knowledge. Without clear Conclusions, reviewers
and readers will find it difficult to judge the work, and
whether or not it merits publication in the journal. Do not
repeat the Abstract, or just list experimental results.
Provide a clear scientific justification for your work, and
indicate possible applications and extensions. You should
also suggest future experiments and/or point out those
that are underway for future research.
with communicative and technology-based learning. They are more comfortable in using
their smartphone rather than reading book and they like to do what they like rather than do
what people like. This fact provides a contrastive view with teaching using GTM that
emphasizes on teacher-centered learning so the students must listen to the teacher’s
explanation and do what the teacher said. The students are not the printed-dictionary users,
because there have been many applications which are easy to use to assist them in finding
the complete meaning of words, even sentences. In short, the current students are too
modern to learn new words or patterns in language learning using traditional methods only.
Yet, it does not mean that they cannot gain anything in language learning using GTM.
Sample 1:
CONCLUSION
Content and Language Integrated Learning based on Systemic Functional
Linguistics can provide a balanced portion for learning English and course content which
is taught. A balanced portion of teaching between English and course content is obtained
by selecting appropriate English language material that can support the subject lesson, for
instance, learning through action verbs dealing with practicing forehand and backhand
groundstrokes as well as serve lesson on the tennis court. The addition of the systemic
functional linguistics element of the genre can make it easier for students to understand
the content in a text structure coherently and systematically. Material that is arranged
systematically on a certain text genre, for example procedure text, can make it easier for
students to figure out the content material. The integration of Systemic Functional
Linguistics not only contributes to the preparation of material in a text genre but also
provides lesson scaffolding in three phases: 1) deconstruction, 2) joint construction, and
3) individual construction.
Sample 2:
CONCLUSION
After getting the result and analyzing the data, this study draws some conclusions.
First, GTM is still effective and it works to teach English to current students. This
traditional method can fulfill what the learners need in learning and understanding English
as well as increasing their willingness in producing more English sentences.
Second, not only passive, but also active students who can take benefits from the
implementation of this traditional method because it does not perform pure passive

6. REFERENCES
Cite the main scientific publications on which your work is
based.Cite only items that youhave read. Do not inflate
the manuscript with too many references. Avoid excessive
self‐citations. Avoid excessive citations of publications
from the same region. Use other published articles in the
same journal as models. All publications cited in the text
should be included as a list of references. References are
sequentially numbered as they appear in the text.
Reference numbers are indicated in square brackets.
Please ensure that every reference cited in the text is also
present in the reference list (and vice versa).
learning, but it is also adjusted with the current students characteristics. This condition
enables the learners to have more comfortable atmosphere in English learning.
Sample 1:
REFERENCES
Bernstein, B. 1975. Class, Codes, and Control Volume 3: towards a Theory of Educational
Transmissions. London: Routledge and Kegan Paul.
Butt, D.R, Fahey S. Spinks and C, Yallop. 1995. Using Functional Grammar: an Explorer’s
Guide. Sydney: Macquirie University, NCELTR
Cohen, A. 1975. A Sociolinguistic Approach to Bilingual Education. Rowley, Mass.:
Newbury House.
Collier, V., and C. Ovando. 1985. Bilingual and ESL Classrooms: Teaching in
Multicultural Contents. New York: McGraw Hill.
Sample 2:
REFERENCES
Altasan, A.M.B. 2016. Motivational Orientations and Their Effect on English
Language Learning : A Study in EFL Saudi Context. American Journal of
Educational Research, 4(16), 1131-1137.
Characteristics Of 21st Century Learners And The Challenges They Cause Teachers.
Newsletter Of TheAtkv’s Education Division. November 2016.
Freeman, D.L. and Anderson, M. 2013. Techniques and Principles in Language
Teaching 3rd edition - Oxford Handbooks for Language Teachers. Oxford
University Press Gunarwan, A. 1998.
Kedudukandan Fungsi Bahasa Asing di Indonesia dalam Era Global. KongresBahasa
Indonesia VII, Jakarta.