ARTICLE TITLE; BOOK ANTIQUA; SIZE-11,5

Author 1; Author 2; Author 3

Author 1 Affiliation; Author 2 Affiliation; Author 3 Affiliation
Author 1 email; Author 2 email; Author 3 email

Abstract: Abstract must be written in English, not Italics,

using 11,5 size Book Antiqua fonts, single-spaced. Insert an
abstract of 100-200 words, giving a brief account of the most
relevant aspects of the paper. The abstract of research paper
should contain the purposes, methodology, and findings of the
study. Abstract must be written in English, not Italics, using
11,5 size Book Antiqua fonts, single-spaced. Insert an abstract
of 100-200 words, giving a brief account of the most relevant
aspects of the paper. The abstract of research paper should
contain the purposes, methodology, and findings of the study.
Abstract must be written in English, Italics, using 11,5 size
Book Antiqua fonts, single-spaced. Insert an abstract of 85-
250 words, giving a brief account of the most relevant aspects
of the paper. The abstract of research paper should contain the
purposes, methodology, and findings of the study. Abstract
must be written in English, not Italics, using 11,5 size Book
Antiqua fonts, single-spaced. Insert an abstract of 100-200
words, giving a brief account of the most relevant aspects of
the paper. The abstract of research paper should contain the
purposes, methodology, and findings of the study.

Keywords: first keyword, second keyword, third keyword,

fourth keyword, fifth keywords

INTRODUCTION
Here, provide an adequate background to show the gap of the
research. The section headings are arranged by Numbers, bold and
11,5 pt Book Antiqua, single spacing. Paragraphs shall be single-
spaced with indent. Here, provide an adequate background to show
the gap of the research. The section headings are arranged by
Numbers, bold and 11,5 pt Book Antiqua, 1.15 spacing. Paragraphs
shall be 1.15-spaced with no indent. Here, provide an adequate

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 JEELS, Volume -, Number -, Month Year

background to show the gap of the research. The section headings are
arranged by Numbers, bold and 11,5 pt Book Antiqua, single spacing.
Paragraphs shall be single-spaced with indent.
Here, provide an adequate background to show the gap of the
research. The section headings are arranged by Numbers, bold and
11,5 pt Book Antiqua, single spacing. Paragraphs shall be single-
spaced with indent. Here, provide an adequate background to show
the gap of the research. The section headings are arranged by
Numbers, bold and 11,5 pt Book Antiqua, 1.15 spacing. Paragraphs
shall be 1.15-spaced with no indent. Here, provide an adequate
background to show the gap of the research. The section headings are
arranged by Numbers, bold and 11,5 pt Book Antiqua, single spacing.
Paragraphs shall be single-spaced with indent.
Here, provide an adequate background to show the gap of the
research. The section headings are arranged by Numbers, bold and
11,5 pt Book Antiqua, single spacing. Paragraphs shall be single-
spaced with indent. Here, provide an adequate background to show
the gap of the research. The section headings are arranged by
Numbers, bold and 11,5 pt Book Antiqua, 1.15 spacing. Paragraphs
shall be 1.15-spaced with no indent. Here, provide an adequate
background to show the gap of the research. The section headings are
arranged by Numbers, bold and 11,5 pt Book Antiqua, single spacing.
Paragraphs shall be single-spaced with indent.
Here, provide an adequate background to show the gap of the
research. The section headings are arranged by Numbers, bold and
11,5 pt Book Antiqua, single spacing. Paragraphs shall be single-
spaced with indent. Here, provide an adequate background to show
the gap of the research. The section headings are arranged by
Numbers, bold and 11,5 pt Book Antiqua, 1.15 spacing. Paragraphs
shall be 1.15-spaced with no indent. Here, provide an adequate
background to show the gap of the research. The section headings are
arranged by Numbers, bold and 11.5 pt Book Antiqua, single spacing.
Paragraphs shall be single-spaced with indent.

LITERATURE REVIEW

page
Author’s Name. Title

Provide an adequate review of literature. The section headings

are arranged by Numbers, bold and 11,5 pt Book Antiqua, 1.15
spacing. Paragraphs shall be 1.15-spaced with indent. Provide an
adequate review of literature. The section headings are arranged by
Numbers, bold and 11.5 pt Book Antiqua, single spacing. Paragraphs
shall be single-spaced with indent.
Provide an adequate review of literature. The section headings
are arranged by Numbers, bold and 11,5 pt Book Antiqua, 1.15
spacing. Paragraphs shall be 1.15-spaced with indent. Provide an
adequate review of literature. The section headings are arranged by
Numbers, bold and 11.5 pt Book Antiqua, single spacing. Paragraphs
shall be single-spaced with indent.

METHOD
The Research Methods section describes in detail how the
study was conducted. A complete description of the methods used
enables the reader to evaluate the appropriateness of the research
methodology. The Participants/Subject/Population and Sample used
in the study should be stated. What, how, to whom the instruments
used in the study should be explained. How the data was analyzed in
the study should be described.

FINDING
In the Findings section, summarize the collected data and the
analysis performed on those data relevant to the issue that is to
follow. The Findings should be clear and concise. It should be written
objectively and factually, and without expressing personal opinion. It
includes numbers, tables, and figures (e.g., charts and graphs).

DISCUSSION
This section should explore the significance of the results of
the study. A combined Findings and Discussion section is also
appropriate. This section allows you to offer your interpretation and
explain the meaning of your results. Emphasize any theoretical or
practical consequences of the results.

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 JEELS, Volume -, Number -, Month Year

The Discussion section should be a reasoned and justifiable

commentary on the importance of your findings. This section states
why the problem is important; what larger issues and what
propositions are confirmed or disconfirmed by the extrapolation of
these findings to such overarching issues.

CONCLUSION
The main conclusions of the study should be presented in a
short Conclusions section. Do not repeat earlier sections.

REFERENCES
Manuscript submitted to JEELS should conform to APA 6 style for
citations and references. Some referencing tools, such as Zotero and
Mendeley are advisable to utilize. The examples are presented below:

Ajzen, I. (2011). The theory of planned behavior: Reactions and

reflections. Psychology & Health, 26(9), 1113–1127.

Ajzen, I. (2005). Attitudes, personality, and behavior. Maidenhead:

Open University Press.

Alhamami, M. (2017). Beliefs about and intention to learn a foreign

language in face-to-face and online settings, Computer
Assisted Language Learning, 31, 90-113.

Al-Murtadha, M. & Feryok, A. (2017) Studying English in Yemen:

situated unwillingness to communicate in sociohistorical
time. Innovation in Language Learning and Teaching, 11(3),
230-240.

Adnan, H.M., Mavi, S.R., (2015). Facebook Satisfaction, Life

Satisfaction: Malaysian Undergraduate Experience.
Malaysian Journal of Communication, 31 (2), 649-671

Burns, A. (2010). Doing Action Research in English Language Teaching.

New York: Routledge

Corbett, E. P. J. (1977). The Little Rhetoric and Handbook. New York:

John Wiley & Sons, Inc.

page
Author’s Name. Title

Fardhani, A. E. (2005). Developing Writing Skill. Jember: Jember

University Press.

Heaton, J. B. (1989). Writing English Language Tests. London: Longman

Group (FE) Ltd.

Hairston, M. (1986). Contemporary Composition.Boston: Houghton

Mifflin Company.

Inman, B. A. and Gardner, R. (1979). Aspects of Composition. New

York: Harcourt Brace Javanovich, Inc.

Langan, J. (1986). College Writing Skills. Singapore: McGraw-Hill Book

Company.

Langan, J. (1987). Sentence Skills. New York: McGraw-Hill Book

Company.

McCrimmon, J. M. (1984). Writing With a Purpose. Boston: Houghton

Mifflin Company.

O'Malley, J. M. and Chamot, A. U. (1990). Learning Strategies in Second

Language Acquisition. Cambridge: Cambridge University
Press.

Olson, C. B. (1992). Thinking Writing: Fostering Critical Thinking

through Writing. New York: Harper Collins Publishers, Inc.

Oshima, A. and Hogue, A. (1991). Writing Academic English. New

York: Addison-Wesley Publishing Company, Inc.

Oshima, A. and Hogue, A. (2007). Introduction to Academic Writing.

New York: Pearson Education, Inc.

Oxford, R. L. (1990). Language Learning Strategy: What Every Teacher

Should Know. New York: Newsbury House Publishers.

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 JEELS, Volume -, Number -, Month Year

Winarto, A. E. (2015). Training of Learning Strategies in Writing

Essay. Journal of English Education and Linguistics Studies
(JEELS), 2(2): 1-10

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