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A REFERENCE BOOK:
THESIS WRITING AND RESEARCH PROPOSAL
ENGLISH EDUCATION DEPARTMENT FACULTY OF EDUCATIONAL SCIENCES AND TEACHERS’
TRAINING
UNIVERSITAS SILIWANGI
Agis Andriani, S.Pd., M.Hum.
Arini Nurul Hidayati, M.Pd.
Dr. H. Soni Tandiana Tandiana, S.Pd.
Neni Marlina, M.Pd.
Fuad Abdulah, M.Pd.
iii
PREFACE
Assalamu’alaikum Warohmatullohi Wabarokatuh,
All praise is due to Allah swt., the most gracious the most merciful.
Alhamdulillahirabbil’aalamiin, this guidance book for research proposal
and thesis writing has finally accomplished.
This book is arranged to help the students in English Education Department
write their research proposal and thesis systematically. There are two major
research paradigms becoming the references in this book for completing the
study, namely quantitative and qualitative research.
I would like to express my sincere gratitude to all of the members in
Undergraduate Research Board (Dewan Bimbingan Skripsi) in English
Education Department who have put their efforts in accomplishing this
guidance book.
Wassalamu’alaikum Warohmatullohi Wabarokatuh
Tasikmalaya, 3 September 2020
Head of the Undergraduate
Research Board,
Agis Andriani, S.Pd., M. Hum.
NIDN. 0411088302
iv
TABLE OF CONTENTS
page
FOREWORD ........................................................................................ ii
TABLE OF CONTENTS .................................................................... iii
CHAPTER 1 THE FRAMEWORK OF QUANTITATIVE
RESEARCH PROPOSAL AND THESIS
1.1. The Framework of Quantitative Research Proposal……..………. 8
1.2. The Framework of Qualitative Thesis ………….……………… 9
1.3. Description of each component in the Frameworks…..………… 10
CHAPTER 2 THE FRAMEWORKS OF QUANTITATIVE AND
QUALITATIVE RESEARCH
PROPOSAL AND THESIS
2.1. The Framework of Quantitative Research Proposal ............... . 21
2.2. The Framework Qualitative Thesis …………………………… 22
2.3. Description of each component in the frameworks………….. 23
CHAPTER 3 WRITING MECHANISM IN RESEARCH PROPOSAL
AND THESIS
3.1. General Mechanism ................................................................. 38
3.2. Specific Mechanism ................................................................. 40
3.3. Writing Citation and the Sources ............................................ 47
3.4. Arranging References .............................................................. 52
3.5. Other relevant references ......................................................... 65
CHAPTER 4 THE SKELETON OF RESEARCH ARTICLE ...... 68
ENCLOSURES
5
CHAPTER 1
THE FRAMEWORK OF QUANTITATIVE RESEARCH PROPOSAL
AND THESIS
1.1. The Skeleton of Quantitative Research Proposal
1) Part I
COVER AND TITLE PAGE
APPROVAL SHEET
ABSTRAK
ABSTRACT
PREFACE
ACKNOWLEDGEMENT
TABLE OF CONTENTS
LIST OF TABLE(S)
LIST OF FIGURE(S)
LIST OF PICTURE(S)
LIST OF ENCLOSURE(S)
2) Part II
TITLE
1. Background of the Study
2. Formulation of the Problem(s)
3. Operational Definitions
4. Aim(s) of the Research
5. Significance(s) of the Study
6. Literature Review
6.1 Theoretical Framework
6.2 Study of the Relevant Research
6.3 Conceptual Framework (optional)
6
7. Research Hypothesis and Research Questions
8. Research Procedures
8.1 Research Method
8.2 Variables of the Research
8.3 Research Design
8.4 Population and Sample
8.5 Data Collection Technique
8.6 Research Instrument
8.7 Data Analysis Technique
8.8 Steps of the Research
8.9 Time and Place of the Research
3) Part III
REFERENCES
ENCLOSURES
1.2. The Framework of Quantitative Thesis
1) Part I
COVER AND TITLE PAGE
APPROVAL SHEET
ABSTRAK
ABSTRACT
PREFACE
ACKNOWLEDGEMENT
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES
LIST OF PICTURES
LIST OF ENCLOSURES
7
2) Part 2
CHAPTER 1 INTRODUCTION
1.1 Background of the Study
1.2 Formulation of the Problem(s)
1.3 Operational Definitions
1.4 Aim(s) of the Research
1.5 Significance (s) of the Study
CHAPTER 2 LITERATURE REVIEW
2.1. Theoretical Framework
2.2. Study of the Relevant Research
2.3. Conceptual Framework (optional)
2.4. Research Hypothesis and Research Questions
CHAPTER 3 RESEARCH PROCEDURES
3.1. Method of the Research
3.2. Variables of the Research
3.3. Research Design
3.4. Population and Sample
3.5. Data Collection Technique
3.6. Research Instrument
3.7. Data Analysis Technique
3.8. Steps of the Research
3.9. Time and Place of the Research
CHAPTER 4 RESEARCH RESULT AND DISCUSSION
4.1. Research Result
4.2. Discussion
CHAPTER 5 CONSLUSION AND SUGGESTIONS
5.1. Conclusion
5.2. Suggestions
8
3) Part 3
REFERENCES
ENCLOSURES
CURRICULUM VITAE
2.1.1. Description of each component in the quantative research framework
1) Part 1
COVER AND TITLE PAGE
Cover and title page consist of the title of the research proposal/
thesis, the word ‘A RESEARCH PROPOSAL/ A THESIS’ and ‘Submitted
to English Education Department, Faculty of Educational Sciences and
Teachers’ Training as a Partial Fulfillment to Thesis Writing’, the logo of
Siliwangi University, name of the student, student’s number, name of the
institution, and the year of research proposal/ thesis writing. The title page
is a separated page after the cover (example is attached).
APPROVAL SHEET
Approval sheet consists of the word ‘APPROVAL SHEET’ followed
by the research title, name of the student, the student’s number, the date of
the proposal seminar/ thesis examination, the signature spaces for the
approval from Supervisor 1 and Supervisor 2. Specifically, for thesis, the
signatures of Head of English Education Department and Dean of Faculty
of Educational Sciences and Teachers’ Training are added (example is
attached).
STUDENT’S STATEMENT FOR THE RESEARCH ORIGINALITY
This part consists of the research title and the statement of the student
recognizing the originality of the research; free from plagiarism and
irrelevant mechanical issues. The student needs to put Rp. 6.000, 00 stamp
in the right bottom corner along with the date of the research, name of the
9
student and student’s number. The signature of the student must touch the
stamp. This page is written in Bahasa Indonesia (example is attached).
PERSONAL PAGE (MOTTO)
This optional page consists of the student’s personal motto
considering the ethical issues in the academic field and written in one page.
ABSTRAK
Abstrak is a brief description about the content of the thesis comprise
background of the study, aim of the study, method of the research, research
findings and conclusion written in a maximum 250 words. It is written in
Bahasa Indonesia. There should be three – five keywords placed in the end
of the paragraph (arranged alphabetically).
ABSTRACT
Abstract is the English version of the ‘Abstrak’.
PREFACE
Preface consists of a brief description about the aims of writing the
research proposal/ thesis, and the main contents of the research proposal/
thesis based on the components of research proposal/ thesis. At the end of
paragraph, there is an open statement indicating an acceptance towards any
constructive criticisms and suggestions due to the limitation of the research
proposal/ thesis. In the right corner below the paragraphs, mention the name
of the city where the institution is located (Tasikmalaya), month and year of
the thesis writing. Additionally, write your name and your student’s number
right below this information.
10
ACKNOWLEDGEMENTS
This is a gratitude page aimed at expressing appreciations all people
who have given contribution during your study in Siliwangi University.
TABLE OF CONTENTS
Table of contents consists of a comprehensive information about the
contents of the proposal, ranging from the approval sheet until enclosures.
LIST OF TABLES
List of tables consists of the sequential tables available in the
research proposal/ thesis.
LIST OF FIGURES
List of figures consists of the sequential pictures available in the
research proposal/ thesis. Each picture’s sequential number in the list of
pictures must be given the page number designating the position of the
picture (s) in the thesis. Pictures in this context include pictures, photos,
maps, charts, histograms, illustations, etc.
LIST OF ENCLOSURES
List of enclosures consists of the sequential enclosures available in
the thesis. This page encompasses the enclosure sequential number, the title
of the enclosure, and the page denoting the position of the enclosures.
Thesis enclosures cover teaching instruments, research instruments,
research data, data analysis results, pictures, photos, supervisor’s decree,
research permit, Curriculum Vitae (CV), etc.
11
CHAPTER I INTRODUCTION
Introduction consists of background of the study, formulation of the
problem, operational definitions, aims of the research and significances of
the study.
1.1. Background of the Study
Background of the study is established based on deductive thinking
patterns (from general to specific) related to research problems. The author
suggests problematic phenomena/ facts in general leading to specific
problems by identifying problems/ raising problems at the research site or
in other supportive places. The author also needs to present preliminary
studies/ other people’s empirical results/ journals relevant to the
investigative problem (s). In addition, this section also has to state reasons
or arguments for the importance of research and the reasons for the
treatment selected. The problems identified may be numerous and varied.
Therefore, to make the research focus on resolving problems considered
relatively important by the author, it is necessary to define the limitations of
the problem in this part.
1.2. Formulation of the Problem(s)
Formulation of the problem (s) contains a brief statement of the
problem under study in the form of an interrogative sentence. It must be
articulated in the form of operational (measurable) questions.
1.3. Operational Definitions
Operational definitions consist of contextual explanations of the
research variables to be studied. An operational definition is not an
explanation of every word in the title. In the operational definitions, the
12
characteristics of measurable research variables should be explained. Also,
their formulation (s) must be based on the understanding or explanation of
scientific references referring to the theoretical study section (the statement
or formulation of the expert’s opinions quoted is not included).
1.4. Aim(s) of the research
Aims of the research contain the results to be achieved after the
research is accomplished in accordance with the formulation of the problem
posed (the number of aims of the research is in accordance with the number
of formulations of the problems). Aims of the research are formulated /
stated in a statement.
1.5. Significance of the Study
Significance of the study encompass theoretical and practical
contributions from the results of the research conducted. Theoretical
contributions, meaning that research results should have benefits for the
development of science (support, develop, or invalidate existing theories).
Practical contributions, meaning that the results of research have benefits
that can be applied by individuals, groups, or community institutions in
need.
CHAPTER 2 LITERATURE REVIEW
This section contains theoretical studies, generalizations, concepts,
experts’ opinions relevant to the research variables that will be used as a
13
basis for research or problem solving. Each variable concept is depicted in a
separate section. Therefore, the research carried deals with its position in
the middle of the development of science in the field under study and in the
end the writer determines his position along with the reasons for it. To
anticipate the occurrence of the writing of the same thesis, this section also
needs to put forward other relevant research. Based on the Literature
Review (LR), this section also formulates a conceptual framework and
hypotheses or research questions (if any) written in a separate section.
Literature Review can be cited from books, journals, seminar/ training/
workshop papers, articles from the internet, magazines, newspapers, etc.
Articles from the internet must be selective with regard to the credibility of
the website domains and the authors.
2.1. Theoretical Framework
Theoretical framework contains theories and concepts related to the
topic to be studied as a basis for stepping into the next stage of research.
The theories and concepts are exerted to clarify and sharpen the scope and
constructs of the variables to be studied as a basis for the formulation of
hypotheses and the preparation of designing research instruments.
Theoretical framework is also employed as a basis for discussing research
results to provide suggestions in an effort to solve research problems.
14
2.2. Study of the Relevant Research
This section contains previous studies relevant to the student’s
investigative issues. This is necessary to avoid repetition of research on the
same subject matter. Relevant research in this study is also meaningful as a
current reference related to the research to be discussed.
2.3. Conceptual Framework (optional)
The conceptual framework is a logical argument aimed at finding out a
temporary answer to the formulated problem. The conceptual framework is
beneficial for integrating separate theories and empirical results into one
complete series through deductive logic leading to temporary investigative
answers called hypotheses. The conceptual framework is presented in the
form of a description (narration) accompanied by a chart or flow chart.
2.4. Research Hypothesis
Hypotheses are temporary answers to formulations of the problem or
temporary conclusions requiring the empirical verification.
2.5. Research questions (if any)
Research questions are statements related to research problems and
must be answered descriptively.
CHAPTER 3 RESEARCH PROCEDURES
This section contains an explanation of the research method, research
variables, research design, population and samples, data collection techniques,
research instruments, data analysis techniques, research steps, and time and
place of research.
15
3.1. Research method
This section describes the methods employed in research according to
the characteristics of the study. The choice of research method should be
accompanied by clear reasons.
3.2. Research Variable (s)
This section delineates the research variables, their positions, and the
relationship between the variables. The research variable in question is the
point of attention of a study which consists of the independent variable and/
or the dependent variable.
3.3. Research Design (for experimental research)
The research design is made if the research carried out is experimental
research. In the research design, it is explained that the experimental plan
carried out in the study is in accordance with the characteristics of the study
(you may use charts).
3.4. Population and Sample
Data of the research are taken from the objects of research called the
population. The object under study can be in the form of living things
(humans, animals, and plants), non-living objects, events, and so on. If it is
not possible to conduct research on all members of the population, the
researcher can determine a study sample that is truly representative of the
population. The sampling technique should be adapted to the characteristics
of the population. This section should explain the population and the
16
reasons for selecting this population. As an example, it is necessary to
elucidate the sampling technique with the reasons.
3.5. Techniques of Collecting the Data
As a follow-up to selecting methods, this section must use data
collection techniques in the form of tests and/ or non-tests deployed in
accordance with the research context and the reasons for choosing the
technique.
3.6. Research Instrument (s)
Collecting data in the field requires research instruments. Therefore,
in this section it is necessary to explain the research instrument. The reasons
for selecting the instrument, and the instrument testing and the results. It is
also necessary to explain the series of instrument preparation and
instrument testing (starting from the blueprint, arranging instruments,
testing, to test results). The research instrument is related to data collection
techniques.
3.7. Technique (s) of Analyzing the Data
All the data obtained are analyzed through a technique in accordance
with the characteristics of the data. This section describes the guidelines/
assessment rubric, the formulas utilized (processing and analyzing data), the
reasons for choosing data analysis techniques, and the criteria. Ways of data
analysis include methods of hypothesis testing approaches, both with
descriptive and inferential statistics. (To help the calculation process is
allowed to use a software, such as SPSS).
17
3.8. Steps of the Research
This section briefly deciphers the research steps, starting from the
preparation of a research proposal to a research report (thesis). The research
steps can be presented in the form of a chart, flow chart, table, diagram, or
list.
3.9. Time and Place of the Research
The time and place of the research encompass the place where the
research was carried out, both in the laboratory and in the field (explained
as administrative areas). If necessary, give a brief description of the
research location and the map. The research time in question is the time
span for the implementation of the research as outlined in the form of a
table.
CHAPTER 4 RESEARCH RESULTS AND DISCUSSION
4.1. Research Result
This section contains a description of the research data obtained, testing
hypotheses and answering research questions (if any). Data were described
according to the research variables
4.1.1. Description of the Data
This section describes the implementation of the research and
descriptions of the research data. (it can be presented in the form of tables,
pictures, diagrams, etc.).
18
4.1.2. Hypothesis Testing
In quantitative research, there is a hypothesis testing initiated by
testing the requirements of the analysis. Such requirements consist of the
results of calculations related to the requirements needed in hypothesis
testing. Testing this requirement is only needed in quantitative research
with parametric/ nonparametric statistical analysis. After all the
requirements of the analysis are met or not, it is continued with hypothesis
testing according to the rules.
4.2. Discussion
Discussion of research results does not repeat the data or calculation
process from the previous section, but this section discusses research results
connected to theoretical studies or the results of comparisons of appropriate
previous research results. The connection with theoretical studies does not
mean that you have to write more direct or indirect quotations, it is enough
to write down the name of the theory and its originator.
CHAPTER 5 CONCLUSION AND SUGGESTIONS
This section contains conclusions about the overview of research
results, the suggestions, and the implications of the research results.
5.1. Conclusion
The conclusion is a synthesis of all relevant research findings with the
formulation of the problem, research objectives, and hypotheses or research
questions.
19
5.2. Suggestions
Suggestions are put forward for practical purposes aimed at policy
makers, users, and for future researchers who are interested in undertaking
further research. Also, in this section, the implications of the research are
discussed. Pedagogical implications are direct impacts or consequences of
research findings contributing to the advancement of science.
REFERENCES References contain all written sources (books, journal articles,
papers, official documents, or other sources from the internet) deployed as
references in thesis writing. Non-cited sources do not need to be included in
this part. Rederences are compiled according to APA 6th edition.
ENCLOSURES
Enclosures contain all the documents utilized in research and thesis
writing. Each enclosure is numbered in the page sequence according to the
order in which it is used.
CURRICULUM VITAE (CV)
CV is a brief description of your personal information relevant to scientific
activities. The description includes the full name, place and date of birth,
educational history, work history (if the author has worked), achievements,
and published scientific work.
20
CHAPTER 2
THE FRAMEWORK OF QUALITATIVE RESEARCH PROPOSAL
AND THESIS
2.1. The Framework of Qualitative Research Proposal
2.1.1. Part 1
COVER AND TITLE PAGE
APPROVAL SHEET
ABSTRAK
ABSTRACT
PREFACE
ACKNOWLEDGEMENTS
TABLE OF CONTENTS
LIST OF TABLES
LIST OF PICTURES
LIST OF ENCLOSURES
2.1.2. Part 2
TITLE
1. Background of the Study
2. Formulation of the Problem(s)
3. Operational Definitions
4. Aim(s) of the Research
5. Significance of the Study
6. Literature Review
6.1 Theoretical Framework
6.2 Study of the Relevant Reseacrh
6.3 Conceptual Framework
7. Research Procedures
21
7.1 Method of the Research
7.2 Focus of the Research
7.3 Setting and Participants
7.4 Technique of Collecting the Data
7.5 Technique of Analysing the Data
7.6 Steps of the Research
7.7 Time and Place of the Research
2.1.3. Part 3
REFERENCES
ENCLOSURES
2.2. The Framework of Qualitative Research Thesis
2.2.1. Part 1
COVER AND TITLE PAGE
LEMBAR PERNYATAAN
PERSONAL PAGE (MOTTO)
ABSTRAK
ABSTRACT
PREFACE
ACKNOWLEDGEMENTS
TABLE OF CONTENTS
LIST OF TABLES
LIST OF PICTURES
LIST OF ENCLOSURES
22
2.2.2. Part 2
CHAPTER 1 INTRODUCTION
1.1 Background of the Study
1.2 Formulation of the Problem (s)
1.3 Operational Definitions
1.4 Aims of the Research
1.5 Significance of the Study
CHAPTER 2 LITERATURE REVIEW
2.1 Theoretical Framework
2.2 Study of the Relevant Research
2.3 Conceptual Framework
CHAPTER 3 RESEARCH PROCEDURES
3.1 Method of the Research
3.2 Focus of the Research
3.3 Setting and Participants
3.4 Technique (s) of Collecting the Data
3.5 Technique (s) of Analysing the Data
3.6 Steps of the Research
3.7 Time and Place of the Reserach
CHAPTER 4 RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings
4.2 Discussion
CHAPTER 5 CONCLUSION AND SUGGESTIONS
5.1 Conclusion
2.1.2. Suggestions
2.2.3. Part 3
REFERENCES
ENCLOSURES
23
CURRICULUM VITAE
2.2. 2.3. Description of each component in the research proposal/ thesis
COVER AND TITLE PAGE
The cover and title page contain the title of the research proposal/
thesis, the words “PROPOSAL RESEARCH”/ “THESIS”, the Siliwangi
University logo, the name of the student, the student's number, the name of
the institution, and the year of the proposal seminar/ thesis examination; the
title page is a separate sheet after the cover (terms and examples of the
cover and title page are discussed in a separate chapter).
APPROVAL SHEET
The approval sheet contains the words “APPROVAL SHEET”, the
title, the student’s name, the student’s number, the date of the seminar
proposal/ thesis examination, the approval column for supervisors I and II,
especially for the thesis approval sheet, it contains a column of endorsement
for the head of the Department and the Dean of the Teaching and Education
Faculty (examples of approval sheets can be seen in the attachment).
LEMBAR PERNYATAAN
Lembar pernyataan is the statement indicating the authenticity of
scientific papers containing the title of the thesis along with the student's
statement regarding the authenticity of the scientific work written free of
plagiarism and/ or quotations that are not in accordance with predetermined
rules. In the lower right corner of this statement sheet is written titi mangsa
24
(time), completed with the name and student’s number who made the
statement and signed a stamp of Rp. 6,000 (six thousand rupiah).
PERSONAL PAGE
Personal pages contain personal offerings and mottos. The content
contained on personal pages should notice academic ethics, do not contain
the issues of ethnicity, religion, race and inter-group relations and be
contained in one page (this page may or may not exist).
ABSTRAK
Abstrak is a brief description of the background, objectives,
methodology, research findings, and conclusion. The maximum number of
words are written in no more than 250 words. Abstract is written in
Indonesian. It is accompanied by 3-5 keywords (alphabetically) placed at
the bottom of the paragraph. It is written in one paragraph with a single
space.
ABSTRACT
Abstract is the English version of the ‘Abstrak’.
PREFACE
The preface contains a brief description of the purpose of preparing a
research proposal/ thesis, and the main contents of the research proposal/
thesis based on the components in the research proposal/ thesis. At the end
25
of the preface, there should be a statement of openness to receiving
criticism and suggestions for limitations in the preparation of a research
proposal/ thesis. In the lower right corner of the foreword paragraph, the
name of the city where the institution is written, the month and year of
preparation of the research/ thesis proposal. Also, underneath them, it is
written "compiled by" the name of the student and the student’s number.
ACKNOWLEDGEMENTS
Acknowledgments are written separately with a cover sheet
containing gratitude to the parties contributed during the study until the
completion of the thesis.
TABLE OF CONTENTS
Table of contents consists of comprehensive information regarding the
contents of the research proposal/ thesis, starting from the approval sheet to
enclosures. In particular, the content of the thesis only encompasses
chapters, sections, and sub-sections.
LIST OF TABLES
List of tables contains the order of the tables contained in the research
proposal/ thesis text. Table numbers are made sequentially in relation to the
order of the chapters in the main section. After the table is numbered, the
table title is written. The table list is also equipped with a page where the
table is located.
26
LIST OF PICTURES
List of pictures contains the sequential images contained in the
research proposal/ thesis. Each picture serial number in the list of figures is
given a page number illustrating the location of the images on the thesis.
Pictures in this case consist of images, namely photos, maps, charts, graphs,
histograms, charts, illustrations, and so on.
LIST OF ENCLOSURES
List of enclosures contains the ordered attachments contained in the
thesis. The enclosures list contains the serial number attachment, the title
attachment, and a page indicating where the attachments are located. Thesis
attachments cover learning tools, research instruments, research data, data
analysis results, pictures, photos, supervisor's decree, research permit,
curriculum vitae (CV), and others required to attach.
CHAPTER 1 INTRODUCTION
The introduction contains background to the problem, research questions,
operational definitions, objectives and research uses. The section below
provides an introductory chapter structure adapted from Evans, Gruba and
Zobel (2014) as well as Paltridge and Starfield (2007).
1.1. Backgorund of the Study
This section describes the context of the research undertaken. The
author should be able to provide a background on the topic or issue to be
27
raised in an interesting research in accordance with the current situations. In
this section, the writer should be able to position the topic to be studied in a
broader research context and be able to state gaps that need to be filled by
deepening the investigative topics. This section should also briefly display
the results of literature searches related to theories and findings from
previous researchers regarding topics to be further investigated.
1.2. Formulation of the Problem(s)
This section contains specific identification of the problem (s) to
be studied. The formulation of research problems is usually written in the
form of research questions. The number of research questions made is
adjusted to the nature and complexity of the research being carried out, but
still takes into account the sequence and logical position of the questions. In
the research questions made, generally, the authors identify the topics that
are the focus of the research.
1.3. Operational Definitions
The operational definition contains an explanation of the issues or
research focus to be researched (proposal) or being researched (thesis). The
definition of terms should explain the concepts in the research title.
1.4. Aim(s) of the Research
The real research objective will be reflected in the formulation of the
problems previously presented. However, it is expected that the authors can
clearly identify the general and specific objectives of the research being
28
carried out so that it can be seen clearly the scope to be studied. Not
infrequently, the core purpose of research lies not in the first research
question but in the last research question, e.g.:
1. What is the level of students’anxiety in a public speaking class?
2. How do the teacher overcome the students’ challenges in relation to their
speaking anxiety?
This is possible because the initial questions are the initial steps that lead
the research towards achieving its real goals.
1.5. Significance of the Study
This section contains descriptions of the benefits of theoretical,
practical and empirical research findings. The research findings are a
synthesis of the answers to the research questions that have been discussed.
The theoretical contributions deal with to the development of science and
related theories. Practical contributions cover applying research findings to
life as innovative measures to improve conditions (for example, classroom
teaching practices). The empirical contributions encourage the development
of research findings that are more holistic, complementary and dynamic.
The description of research findings is written specifically in accordance
with the research findings. The following are examples of the usefulness of
theoretical, practical and empirical research:
1.1.1.1. Theoretical : This research will expand the
29
Uses contribution of the lexical approach to
teaching reading for specific purposes.
1.1.1.2. Practical Uses : This study will provide readers with an
instructional model that combines a
lexical approach and reading teaching
techniques to facilitate management
students in acquiring technical English
vocabulary in their fields.
1.1.1.3. Empirical
Uses
: This study will provide empirical
insights into how vocabulary facilitates
meaning making.
(Widodo, 2013)
CHAPTER 2 LITERATURE REVIEW
2.1 Theoretical Framework
Through literature review, it is shown the state of the art of the theory
being studied and the position of research problems in the field of study
being studied. In principle, this literature review / theoretical foundation
contains the following:
2.1.1. the main concepts, theories, postulates, laws, models and formulas and their
derivatives in the studied field;
30
2.2.1. previous research relevant to the field under study, including its procedures,
subjects, and findings;
2.2.2. the theoretical position of the researcher with respect to the problem under
study.
In this section, the researcher compares, contrasts, and positions the
position of each study being studied through its association with the problem
being studied. Based on this study, the researcher explains his position / stance
along with logical reasons. This section is intended to present the "why and how"
theories and research results of previous experts are applied by researchers in their
research, for example in formulating their research assumptions.
There are some fundamental differences that need to be underlined
regarding how theory is studied in the thesis. Paltridge and Starfield (2007) argue
that several features that distinguish the level and nature of literature review for
thesis writing are more descriptive, focus on topics, and prioritize current
reference sources.
The literature review is made complete enough so that all parts of the
research are supported by theoretical concepts. Theory concepts can be taken from
textbooks, journals, and others. However, primary libraries such as journals are
preferred.
2.2 Study of the Relevant Research
This section has actually been presented in the description in the Introduction
in the form of articles related to building research gaps. Also, it has been stated in
the description of the theoretical study so that it is possible not to write it in a
separate section.
31
2.3 Conceptual Framework (optional)
The conceptual framework is a relationship between one concept and
another from the problem under study or a summary of the literature review of the
problem under study. This section provides instructions for researchers in
formulating research problems. The researcher applies a conceptual framework
that has been compiled to determine which research questions the researcher
should answer and what empirical procedures are used to answer these questions.
CHAPTER 3 RESEARCH PROCEDURES
This section is a procedural part, which is the part that directs the
researcher to design the flow of his research from the applied research approach,
the instruments used, the data collection stages carried out, to the data analysis
steps that are carried out.
Generally speaking, the pattern of exposure used in explaining the part
of the research method of a thesis will be presented with two trends, namely
quantitative and qualitative research. The following shows the trend of the flow of
research method exposure for a thesis that uses a qualitative approach, the trend of
the flow of research method exposure, especially for a thesis as adapted from
Creswell (2011), which is relatively more flexible, simple and contains the
following elements:
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3.1 Method of the Research
This section describes the types of research methods or designs used by
mentioning, if possible, special labels that fall into the qualitative research design
category, for example case studies, ethnography, classroom research, content
analysis and so on.
3.2 Focus of the study
The scope of research is essential in thesis writing, especially those
oriented to qualitative research. Thesis can be related to research in the same
theme but with a different breadth and depth.
Checking the scope of research can be done through benchmarking with
theses in the appropriate fields from other reputable universities or with articles
published in reputable international journals.
3.3 Setting and Participants
This section is mainly raised for types of research that involve human
subjects as the source of data collection. The considerations for recruiting
participants and the research sites involved need to be clearly explained.
3.4 Technique of Collecting the Data
This section deciphers in detail the types of data required, what instruments
are used, and the technical stages of data collection. It is very possible that data
collection is carried out using more than one instrument in the framework of
triangulation to improve data quality which includes credibility, dependability,
33
transferability and confirmability. With regard to research ethics (ethical issues),
especially for research that involves humans as the research subject, consideration
of the potential negative impacts physically and psychologically needs special
attention. Researchers should be able to explain well that the research carried out
does not cause negative impacts both physically and non-physically and explain
the procedures for tackling these issues.
3.5 Technique of Analysing the Data
In this section the writers are expected to explain in detail and clearly the
steps taken after the data has been collected. If there is a special analytical
framework based on a certain theoretical basis, the writer must be able to
explain how the framework is applied in analyzing the data obtained in
order to produce findings to answer the research questions posed. In
general, in the flow of qualitative data analysis, the researchers discuss a lot
about the steps of identification, categorization, codification, reduction,
pattern mapping, and synthesis of the results of implementing the series of
stages.
3.6 Steps of the Research
This section briefly describes the research steps, starting from the
preparation of a research proposal to a research report (thesis). The research
steps can be presented in the form of a list, diagram, or table in the
following order:
2.2.3. Explore problems and develop a detailed understanding of a phenomenon.
2.2.4. Conducting a literature review.
2.2.5. State the objectives and research questions in general and broadly based on
the experience of research participants.
34
2.2.6. Collect data based on information from a number of individuals so that the
views of research participants are obtained.
2.2.7. Analyze the data to determine the description and theme of the data by using
text analysis and interpreting the larger meaning of the findings.
2.2.8. Write reports using flexible, structured and evaluative criteria, and include
elements of reflexivity, subjectivity and bias from the researcher.
3.7 Time and Place of the Research
The research time and place shall contain the place where the research
was carried out, either in the laboratory or in the field (explained as
administrative areas). If necessary, give a brief description of the research
location and the map. The research time in question is the time span for the
implementation of the research as outlined in the form of a table.
CHAPTER 4 RESEARCH FINDINGS AND DISCUSSION
4.1 Research Result
This section contains research findings whether presented in the form of
a written body, tables or figures. Excessive use of graphics should be
avoided if they can be presented in a short written form. The use of
photographs can also be limited by presenting real photographs that
represent the research findings.
4.2 Discussion
This section contains the interpretation of the research findings
obtained and the discussion related to the findings reported. Repetition of
the presentation of research methods and results as well as matters that have
been disclosed in the introduction should be avoided. This chapter also
presents two main points, namely (1) research findings based on the
35
analysis results, and (2) discussion of research findings to answer
previously formulated research questions.
In presenting the research findings and their discussion, Sternberg
(1988, p. 54) states that there are two general patterns that can be followed,
namely non-thematic and thematic patterns. The non-thematic way is a way
of presenting findings and a separate discussion, while the thematic way is a
way of presenting findings and a combined discussion. In this case, he
suggested a thematic pattern, where each finding is then discussed directly
before moving on to the next finding.
Given these two acceptable patterns, whatever pattern is used as a
reference, make sure that in describing each finding and discussion, the
researcher remembers the problem formulation raised at the beginning of
the study. This is to ensure that the findings and discussions presented
actually to answer the research questions.
In presenting the findings and discussing qualitative research, the
researcher presents the results of data analysis and evaluates whether the
main findings resulting from the data analysis answers the research
questions posed (Burton, 2002, p. 71). The findings and discussion section
should begin with a brief summary of the research findings, restating the
purpose of the study.
Qualitative research usually uses descriptive methods to describe
behavior rather than using data that can be analyzed statistically (Burton,
2002, p. 71). In understanding qualitative data, as stated by Lincoln and
Guba (cited by Rudestam & Newton, 1992), the researcher should carry out
an inductive analysis, and in this analysis two activities are performed. The
first is unitizing, namely the activity of providing a code that identifies units
of information separate from the text. The second is categorization
(categorizing), namely arranging and organizing data based on the same
meaning. This process requires continuous revision, modification and
36
change until new units can be placed in the correct category and inclusion
of additional units into a category and does not provide new information.
In presenting the data, according to Rudestam and Newton (1992, p.
111), qualitative researchers really need to describe the context in which an
event occurs. In addition, as suggested by Silverman (2005), qualitative
research needs to demonstrate an effort to address each piece of collected
data. Thesis writers with a qualitative approach should pay attention that
data are not equally important. Thus, the data should also be presented
based on the level of significance in the research conducted. They, as
suggested by Cresswell (2005, p. 199), need to ask some questions about
some of the points raised below.
1) What is considered most important about the research findings in general
and why?
2) Which findings seem more important and less important and why?
3) Are there any findings that I should pay special attention to and why?
4) Is there anything strange or unusual in the research findings that needs to
be mentioned and why?
5) Has the methodology used or other factors influenced my interpretation
of the research findings and is this something that needs to be discussed?
For example, biases can emerge in research design (see Crasswell, 2005,
p. 199).
It should be noted that in presenting the findings, the writer should present
them proportionally, and discuss them analytically. By paying attention to
the five questions above, the thesis writer can avoid overexposing the
research findings.nIn discussing data, both quantitative and qualitative
data, there are several steps that must be taken:
1) explain how the data can answer research questions;
2) make a concluding statement;
37
3) discussing or discussing data by relating it to the theory and implications of
research results (if possible) (see Sternberg, 1988, p. 53).
In terms of organizing it, the organizational structure or elements that are
usually in the discussion of data can be:
1) research background (information on research background);
2) a statement of research results (statement of results);
3) expected and unexpected results (un) expected outcomes;
4) references to previous research;
5) explanation of unexpected research results, namely explanations made to state
the reasons for unexpected or unexpected results or data (if this is true) or data
that are different from previous research findings;
6) giving examples, namely examples to support the explanation given in step no.
5 above;
7) support from previous research, namely citing previous research to support the
statements made;
8) recommendations, namely making recommendations for future research;
9) justification for future research, namely providing an argument for why future
research is recommended (quoted from Paltridge & Starfield, 2007, p. 147).
It should be noted that a common mistake in writing discussion chapters
is that the writers fail to return to the literature review written in Chapter II
to integrate research results with other empirical research that examines the
same topic or phenomenon (see Rudestam & Newton, 1992; Emilia, 2008).
A good discussion or discussion attaches each research finding to the
theoretical context described in the literature review. Thus, in the discussion
section, the author needs to return to the Literature Review to better
understand the research findings and look for evidence that confirms or
contradicts existing data or research findings. In the section on data
discussion, statements such as the one below should appear frequently.
38
"(Not) like the research conducted by ..., which uses ..., this research finds
that ...".
In discussing the data, the writer of a thesis, thesis or dissertation
should ask in what ways or to what extent the research findings are
compatible with, or support, or oppose the findings of other studies. Where
appropriate, in exactly what way, and if not, why and what aspects might be
investigated further to improve existing knowledge.
CHAPTER 5 CONCLUSION AND SUGGESTIONS
5.1 Conclusion
This section contains conclusions about the research findings,
suggestions, and pedagogical implications based on the research findings.
This chapter also contains conclusions, implications, and recommendations,
presenting the researchers' interpretations and the investigative results.
There are two alternative ways of writing conclusions, namely by means of
item by item or by means of solid descriptions.
For scientific papers such as a thesis, writing conclusions by means
of a solid description is better than by point by point. The conclusion must
answer the research question or problem formulation. In addition, the
conclusion does not include the statistical figures from the statistical test
results.
5.2 Suggestions
Based on the results of the research, suggestions are made for
practical purposes aimed at policy makers, users, and for future researchers
interested in conducting further research. In this section, the implications of
the research are discussed. The research implications are a direct impact or
consequence of research findings that contribute to the advancement of
science.
39
2.3. Part 3
REFERENCES
References contains all written sources (books, journal articles,
papers, official documents, or other sources from the internet) employed as
references in thesis writing. Sources that have never been cited or have
never been used as a reference do not need to be included in the references
even though they have been read by the author. References is arranged
alphabetically according to the first letter of the name quoted. Commonly,
references are written in the APA referencing style.
ENCLOSURES
The enclosures contain all the documents used in research and thesis
writing. Each enclosure is numbered according to the order in which it is
used.
CURRICULUM VITAE (CV)
CVs are made briefly and only convey matters relevant to scientific
activities. Its scope includes full name, place and date of birth, educational
history, work history (if the author has worked), achievements, and
scientific works that have been produced or published. Curriculum vitae
can be compiled in the form of details of each component one by one with a
solid essay form.
40
CHAPTER 3
WRITING MECHANISM IN RESEARCH PROPOSAL
AND THESIS
This section will discuss general mechanism and special mechanism in
certain parts that require separate writing conventions.
3.1. Gerenal Mechanism
1) The type of paper used is A4 size paper (80 grams).
2) The font used is Times New Roman, size 12 pt
3) The writing vertical distance is one and a half (1,5) spaces.
4) There is no additional vertical space before and after figures or tables and
paragraphs/ paragraphs.
5) The left gutter (margin) is 4 cm; the right margin (margin) 3 cm apart; the top
margin (margin) is 4 cm; the bottom margin is 3 cm.
6) The page number is written at the top right, except at the beginning of the
chapter. Headers are 3 cm apart and footers are 1.5 cm apart.
7) Typing a new paragraph begins with the beginning of a sentence indented one
TAB beat or 1.5 cm from the left margin.
8) New page applies to preface, table of contents, list of tables, list of figures, list
of attachments, title of each chapter, bibliography, and attachments (if any).
9) Writing the title, foreword, table of contents, list of tables, list of figures, list
of attachments, chapter titles, and bibliography, using the format:
a. capital letters (all caps), bold (bold), without underscores;
b. without a point;
c.. written in the middle (center alignment);
d.. 6pt line spacing; and
e. 24pt distance to next paragraph.
10) Writing the titles of the following sections and sections using the following
format:
a. capital letters at the beginning of each word, except for conjunctions or
prepositions that are located in the middle of a section title;
41
b. without a point;
c. written just left (left alignment);
d. 6pt line spacing; and
e. 15pt distance to the preceding and following paragraphs.
11) The numbering in writing the research proposal uses Hindu-Arabic
numerals, according to the format on pages 7 and 16 as follows:
1 heading 1
1.1 heading 2
1.1.1 heading 3
1.1.1.1 heading 4 and so on (if any)
12) The numbering of chapters and subsections in writing a research report
(thesis) uses Hindu-Arabic numerals, according to the format on pages 9
and 18 as follows:
CHAPTER 1 (chapter section) heading 1
1.1 (section) heading 2
1.1.1 (section) heading 3
1.1.1.1 (section of subsections) heading 4 and so on (if any)
13) Writing paragraphs after the session in points 11 and 12 always starts as in
point 7 with the left border of the paragraph right at the left margin of 0
(not indented to the right)
2.3.1. Writing the titles of tables and figures as in point 10, except for (10.c) (left
alignment) is adjusted to (9.c) (middle average).
2.3.2. The title of the table is written at the top and the title of the figure is written
at the bottom of the position of the figure.
2.3.3. Numbering tables or figures using Hindu-Arabic numerals (1, 2, 3, 4 and so
on) with the following writing format:
a. The proposal is written in formats 1, 2, 3, and so on, for example Table
1, Table 2, Table 3, and so on, or Figure 1, Figure 2, Figure 3, and so
on.
42
b. In this thesis, it is written based on the chapter number and followed by
the sequence of tables or figures in that chapter. For example, Table 2.1
means the first table in CHAPTER 2, Figure 4.2 means the second
image in CHAPTER 4, and so on.
17) Numbering for the listed paragraphs (list paragraph, not heading), in the
proposal/ thesis using the format:
1) List paragraph
a) Sublist paragraph
(1) Sub-sublist paragraph
18) The page numbering is calculated from the inner volume, but the page
number is displayed from the PREFACE sheet until the end of the
proposal / thesis.
19) Page numbering for the foreword section, table of contents, table list, list
of figures, and list of attachments using the format:
a. Roman numerals, not capitals (eg i, ii, iii, iv, and so on); and
b. center alignment on the footer;
20) The page numbering from CHAPTER I to the end of the proposal / thesis
uses the format:
a. using Hindu-Arabic numerals (1, 2, 3, 4, and so on);
b. right aligns on the header;
c. if there is a chapter title, the page number is written centerwise in the
footer;
21) In the attachment, it is allowed to use the landscape format as a result of
rotating 90 ° clockwise from the portrait position, so that:
a. The left side (margin) is 4 cm; the right margin (margin) is 3 cm; the
top (margin) is 4 cm; the bottom margin is 3 cm.
b. The page is at the bottom right with the format following the previous
rules.
22) The insulation in the proposal/ thesis is only used as a separator between
CHAPTERS or enclosures.
43
3.2. Specific Mechanisms
Specific mechanisms apply to outer cover, inner cover, endorsement
pages, thesis statement of authenticity pages, and abstract pages. Samples are
separately saved in the official format (template).
Outer Cover
The outer cover of the thesis contains the title, type of scientific work,
the purpose of writing the thesis, the university logo, the author’s name, the
student’s number, the name of the study program/ department, the name of
the faculty, the name of the university, and the year of writing.
1) The title is written in capital letters, preferably not using
abbreviations. Subtitles (if any) are written in capital letters at the
beginning of each word, except for conjunctions or conjunctions.
2) The type of scientific work is written in capital letters, for example,
THESIS.
3) The purpose of writing a thesis is written in small letters at the
beginning of each word, except for the word title or activity name,
for example… Seminar Proposal or… Bachelor of Education.
4) The author’s name is written in capital letters.
5) The layout of the letters on the outer volume uses a symmetrical
writing system.
6) The color of cover for English Education Department is RED.
7) Hard cover (delaminating) type.
Inner Cover
The contents (text) of the inner cover are exactly the same as the contents
(text) of the outer volume.
APPROVAL SHEET
The approval sheet contains the title of the proposal/ thesis, the name
of the author, the name of the supervisor and the signature of the supervisor
44
who approved the proposal/ thesis. Especially for a thesis, it must be
accompanied by endorsement in the form of the name and signature of the
head of the study program/ department and the dean (attached).
The name of the supervisor, head of study program/ department, and
dean is written complete with their academic title, followed by their
respective NIDN/ NIP. Each first letter in the name is written in capital
letters (attached).
Examiners page
This page contains evidence of student thesis testing by examiners in the
following order (attached):
Examiner 1
Examiner 2
Examiner 3
Examiner 4 (supervisor 1)
Examiner 5 (supervisor 2)
Pernyataan Keaslian Skripsi
In addition to containing the statement of authenticity of the thesis,
this section also states the place and date of making the statement, the name
of the statement maker and the signature of the statement maker on a stamp
of Rp. 6,000.00 (attached).
Abstract
1) The elements that must be written in the abstract are the author's name, year,
thesis title, study program / department, faculty, and university using a period
to separate each of these elements.
2) The author's name is written in full capital letters, while others are written in
capital letters at the beginning of each word, except for conjunctions or
prepositions that are located in the middle of the elements. Thesis title in bold.
45
3) Abstract is typed in one space, a maximum of 250 words (not more than one
page) accompanied by a maximum of 5 keywords.
Language Used in Research Proposal and Thesis
English is the only language used in writing the reseach proposal and
thesis in English Education Department.
2.4. Writing Quotations and the sources
5.2.1. The writing system refers to the 6th edition of the Publication
Manual of the American Psychological Association (APA). The
term list of references or references is used in this manual to
emphasize that the sources cited in the body (content) of the text
are definitely written on the list of references or references. Vice
versa. This is done solely to encourage and minimize the potential
for plagiarism in writing scientific papers.
5.2.2. Some general notes that need to be considered in writing a list of
references using the APA system are as follows.
1) Enter the surnames of all authors and their initials for up to
seven authors. If there are more than seven, then what is written
is up to the sixth author, then it is marked with a full stop three
times then the name of the last author was written before the
year of writing.
2) If there is a family name with the author’s initials that are similar,
then the full name of the initials is written in brackets before the
year of writing.
3) For writers in the form of groups or institutions, the name of the
institution is written clearly.
4) For reference to an edited book, enter the name of the editor in the
position of the author, and provide the writing (editor).
46
5) The information on the year of publication is written in brackets,
preceded and ended by a period. For reference types in the form of
magazines, newsletters, write the clear year and date of
publication, separated by a comma and followed by a number in
parentheses.
6) If there is no information on the time of writing, write t.t. (without
year) in parentheses.
7) Regarding the title of a book, article or chapter, capital letters are
only used for the first word in the title and sub-title (if any), and
words that fall into the proper noun category.
8) For journal, newsletter, and magazine titles, the title should be
written in a combination of uppercase and lowercase letters.
While the source name is italicized.
9) The identity of the city of publication should be written clearly
followed by the name of the publisher with the name between a
colon (:).
Some technical examples of writing a list of references or references using
the American Psychology Association (APA).
Writing Direct Quotations
Direct quotation is done by reproducing words that are directly
quoted from the work of other authors or their own published works.
Include information on the author's last name, year of publication, and page
or paragraph order (if no pages) and include the complete reference in the
bibliography. Quotes that are less than 40 words must be enclosed in double
quotation marks and enclosed in a paragraph. If the quote is stored mid-
sentence, it must end with the source information in parentheses, then the
sentence continues. Example for non-English Education courses italicized:
47
E.g.:
Tannen (2007) states that discourse analysis requires the ability to combine
various theoretical understandings into one study. He said that
Discourse analysis is uniquely heterogeneous among the many
subdisciplines of linguistics. In comparison to other
subdisciplines, it may seem almost dismayingly diverse. Thus, the
term “variation theory” refers to a particular combination of
theory and method employed in studying a particular kind of
data. p.33)
If the quote is stored at the end of the sentence, close the part of the quote
with double quotes, enclose the source information in parentheses and end
with a period. Example:
Quotations of 40 words or more, display in separate blocks without having
to be enclosed in quotation marks. The block is written in half 1.27 cm from
the left margin. If there is an additional paragraph in the quote, the first line
is bent again by half 1.27 cm. The source information is placed at the end of
the block quote. Example:
Interpreting these results, Robbins et al. (2003) suggested that the
“therapists in dropout cases may have inadvertently validated parental negativity
about the adolescent without adequately responding to the adolescent’ needs or
concerns” (p. 541), contributing to an overall climate of negativity.
Confusing this issue is the overlapping nature of roles in palliative care,
whereby “medical needs are met by those in the medical disciplines; nonmedical
needs may be addressed by anyone on the team” (Csikai & Chaitin, 2006, p.
112).
48
Direct quotations from online sources are stated by providing the author,
year, and page number information in parentheses. Since many electronic
sources do not provide page numbers, alternatively we use the paragraph
sequence number, abbreviated as para.
If the document includes a title and paragraphs or page numbers are not
visible, cite the title and the number of paragraphs that follow to direct the
reader to the location of the material being cited.
In some cases, if there is no visible page or paragraph number, and the title
is too long to cite in full, use a short title enclosed in quotation marks for
the citation. Example:
Others have contradicted this view:
Co-presence does not ensure intimate interaction among all group members.
Consider large-scale social gatherings in which hundreds or thousands of
people gather in a location to perform a ritual or celebrate an event.
In these instances, participants are able to see the visible manifestation
of the group, the physical gathering, yet their ability to make direct, intimate
connections with those around them is limited by the sheer magnitude of the
assembly (Purcell, 1997, pp. 111—112).
Basu and Jones (2007) went so far as to suggest the need for a new
“intellectual framework in which to consider the nature and form of regulation
in cyberspace” (para. 4).
In their study, Verbunt, Pernot, and Smeets (2008) found that “the level
of perceived disability in patients with fibromyalgia seemed best explained by
their mental health condition and less by their physical condition” (Discussion
section, para. 1).
“Empirical studies have found mixed results on the efficacy of labels in
educating consumbers and changing consumption behavior” (Golan, Kuchler, &
Krissof, 2007, “Mandatory Labeling has Targeted”, para. 4).
49
Use a three-dot space ellipsis (..), Not (…), in sentences that indicate
that we are quoting some material from the original source. Use four dots
(....) To indicate that there is other material between the two sentences. The
first dot indicates the end of the first sentence and is followed by a three-dot
space ellipsis. Do not use an ellipsis at the beginning or end of a quote if it
is not necessary to anticipate misinterpretation.
Direct and indirect quotations are distinguished by the terms reprint
and adapt. The reprinting process indicates that the material quoted is
exactly the same as the original without modification. The process of
paraphrasing (paraphrasing) means the modification of the citation material
to suit a new purpose or present the original theory/ idea in a new way that
suits research interests. APA rules limit only three pictures and three tables
that can be taken from an article or book chapter, the length of the text must
be less than 400 words, or in total direct quotations should be less than 800
words (if without permission from APA).
Indirect quotations are written without double quotation marks; only
include the author's last name and year of publication. Examples of indirect
citations can be found later in this manual.
2.4.1. Writing Quotations from One Author in One Manuscript
A single quote only informs the author’s last name and year of publication.
Example:
Early onset results in a more persistent and severe course (Kessler, 2003).
In the same paragraph, if it has been quoted for the first time, the second
sentence may only mention the author's last name. Example:
Kessler (2003) found that among epidemiological samples . . .
or
50
Other ways are allowed as follows:
5.2. Writing Quotes from Several Authors
Citation from two authors is done by mentioning the last names of the
authors followed by the year of publication at each citation. Example:
Quotations from three, four, or five authors are done by mentioning all their
last names in the first citation, while in subsequent citations it is sufficient
to write the name of the first author followed by et al. just followed the year
published. Example:
Citation of two references consisting of more than three last names
and the same year of publication, can be cited by abbreviating the names
of the fourth et al. after the third name followed by a comma as follows:
In-paragraph citations for multiple authors may end with the word and for
before the last author. However, if the citation is placed in brackets, in the
title of the table, and in the bibliography, combine the last author's name
Among epidemiological samples, Kessler (2003) found that early onset
social anxiety disorder results in a more potent and severe course. Kessler also
found. . . The study also showed that there was a high rate of comorbidity with
alcohol abuse or dependence and major depression (Kessler, 2003).
Early onset results in a more persistent and severe course (Kessler, 2003).
Kessler (2003) also found. . . The study also showed that there was a high rate
of comorbidity with alcohol abuse or dependence and major depression.
Csikai and Chaitin (2006)
or
(Csikai & Chaitin, 2006)
Kisangau, Lyaruu, Hosea, and Joseph (2007) found. . . [on the first quote]
Kisangau et al. (2007) found . . . [on the next quotes]
Ireys, Chernoff, DeVet, and Kim (2001) and Ireys, Chernoff, Stein, et al. (2001)
51
with an ampersand (&). Example:
Citation of more than five authors was carried out by only mentioning the
last name of the first author followed by et al. and year published. The
writing is done from the first time you quote onwards. Example if the
reference is written:
So how to quote in paragraphs:
2.5. Writing Quotations from Groups as Writers
This group includes corporations, associations, government agencies and
study groups. The name of the group must be written in full in the first
quotation, while the following quotation is sufficient with the abbreviated
name of the group followed by the year of publication. Example:
5.9. Writing Quotations from Author with Same Last Name
Authors with the same last name, citation in the sentence must write
the first initial followed by the last name. Sorting is not regulated (freed),
. . . as Kurtines and Szapocznik (2003) demonstrated . . .
. . . as has been shown (Joreskog & So rbom, 2007)
doi:10.1080/14622200410001676305.
249—267. 6, Research, Tobacco and
Gilbert, D. G., McClernon, J. F., Rabinovich, N. E., Sugai, C., Plath, L. C.,
Asgaard, G., . . . Botros, N. (2004). Effects of quitting smoking on
EEG activation and attention last for more than 31 days and are more
severe
Gilbert et al. (2004) or
(Gilbert et al., 2004)
The National Council of Teachers Mathematics [NCTM] (2003) . . . [on the first
quote]
NCTM (2003) found . . . [in the next quote]
52
Among studies, we review M. A. Light and Light (2008) and I. Light (2006)…
Somatanaya et al. (Eds.) (2012)
or
(Somatanaya et al. (Eds.), 2012)
usually the more mainstream theory is written down first. Example if the
bibliography is sorted like:
Quoted in the sentence to be:
Among these studies, we review M. A. Light and Light (2008) and I.
Light (2006)…
(Tambahkankan contoh dalam bahasa Indonesia)
5.10. Writing Excerpt from Manuscript without Author
If a book source is found without an author but the name of the editor is
available, write down the editor's name followed by Ed's statement. or Eds.
(if multiple editors). For example, if one editor:
For example, if two editors:
If neither the author nor the editor is found, simply write down the
title of the source (article, chapter, web page). For each periodical title
(journal, magazine, and newspaper), books, brochures, and research reports
are italicized. Example:
Light, I. (2006). Deflecting immigration: Networks, markets, and regulation in
Los Angeles. New York, NY: Russell Sage Foundation.
Light, M. A., & Light, I. H. (2008). The geographic expansion of Mexican
immigration in the United States and its implications for local law
enforcement. Law Enforcement Executive Forum Journal, 8, 73—82.
Arhasy (Ed.) (2010)
or
(Arhasy (Ed.), 2010)
53
If an author is found with the initials anonymous (without name), the
citation method will be:
2.6. Quotation of Two or More Texts in the Same Brackets
Quotations from two sources with the same author are written in sequence
as follows:
Quotations from several different author sources are written in alphabetical
order as follows:
The exception is if the main quotation is included at the front then followed
by additional minor sources with the keyword see also.
2.7. Quotations from the Second Source
The second source citation is used if the original is no longer
available or is out of print. Write the second source in the bibliography,
while the citation must still write down the original manuscript source and
cite the second source. Example:
(Allport’s diary (as cited in Nicholson, 2003).
. . . on free care (“Study Finds”, 2007)
. . . the book College Bound Seniors (2008)
(Anonim, 1998)
(Anonymous, 1998)
Training materials are available (Department of Veterans Affairs, 2001, 2003)
Past research (Gogel, 1990, 2006) . . .
Several studies (Derryberry & Reed, 2005a, 2005b; Rothbart, 2003a, 2003b)
Several studies (Miller, 1999; Shafranske & Mahoney, 1998) . . .
(Minor, 2001; see also Adams, 1999; Storandt, 2007)
Allport’s dairy (dalam Nicholson, 2003) . . .
54
If we try to quote directly from the first source, without going through the
second source:
2.8. Quotations from Classical Sources
Quotations of sources published in classical years, are allowed to take the
latest version or the translation result. If the latest version is taken, the
keyword version must be added. Example:
If the translation results must be added with the keyword trans. Example:
If it is known the year of publication of the original manuscript, and the
latest publication is found, write down the first and newest year. Example:
Manuscripts such as scripture can also be written as follows.
Reference does not need to write major classical texts, such as scriptures.
2.9. Writing excerpts from specific sources
The source section specifically indicates the page, chapter, figure, table, or
equation in a manuscript. Include the page number when quoting. Example:
1.4 Writing References
Every source and information quoted in the thesis must be included
in a special sheet bibliography. Likewise, any information contained in the
bibliography must also be included in the citation of the thesis content.
Allport (1998) mentions on his dairy . . .
1 Cor. 13:1 (Revised Standard Version) . . .
. . . (Aristotle, trans. 1931)
James (1890/1983) . . .
. . . (Qur'an 5:3—4)
. . . (Centers for Disease Control and Prevention, 2005, p. 10)
. . . (Shimamura, 1989, Chapter 3)
55
Only personal communication sources according to APA should not be
listed in the reference. References will provide all the detailed information
the reader needs to know where the information came from when quoted.
Making a proper bibliography can increase the credibility of the thesis as
well as the institution. The basic rules for preparing a reference are as
follows:
Reference is arranged alphabetically based on the author's last name
(1) If several sources have the same author's last name, arranged by the year of
publication according to the newness (old to new)
(2) If there is no author's data, it is replaced by a data editor by adding a
description of Ed. or Eds. (some editors) in parentheses. If there is no author
or editor data, place the title position into the author's position. Alphabetical
sorting is still valid.
(3) Use the sign "&" to replace "and" at the time of quotation. The "&" sign is
used to write up to seven authors in one source.
(4) Writing the source on the second line and thereafter indents one beat of the
TAB or the equivalent of half (0.5) inch.
(5) The first letter in the title and subtitle (if any) is capitalized.
(6) The section italicized in the bibliography only applies to: book titles, journal
names, proceedings names, and web document titles.
(7) All sources of information, including books, articles, web documents,
brochures, etc., are arranged in one bibliography alphabetically.
Some of the official abbreviations used in the bibliography in the APA
system are as follows:
ed. edition
Rev. ed. revised edition
2nd ed. second edition
Ed. editor
Eds. several editors
56
Trans. translator
n.d. without years
p. page
pp. a few pages
Vol. volume
Vols. multiple volumes
No. number
Pt. part
Tech. Rep. Additional Suppl. technical report
Reference requires knowledge of how to find detailed data about
the author/ editor, year of publication, publication title, place of
publication, publication information (periodic articles), and URL address
(DOI if any). This information usually appears on the source volume page
or the back of the title page. Periodic sources, for example, journals,
magazines and newspapers, usually write this information in each sheet.
As for web pages, it will be more difficult because it requires accuracy in
finding the information. Further information can be found in the APA
manual.
Unlike the citation in paragraphs, based on APA, the way to
include the author/ editor’s name in the reference is by writing the last
name, followed by the initials of the first name and middle name (if any),
without other titles (academic, honorary, etc.). The first and middle name
initials are written in capital letters ending in a period followed by a space.
Example: name Dr. H. Ebih Abdul Rachim Arhasy, Drs., M.Pd. in the
reference.
Arhasy, E. A. R.
If his position is as editor then it
becomes:
57
Arhasy, E. A. R. (Ed.)
or
Arhasy, E. A. R. & Somatanaya, A. A. G. (Eds.)
If his position as a translator then becomes:
Arhasy, E. A. R. (Trans.)
Other rules regarding the writing of the publication year, article title, source
title, and source type follow separate rules based on the type of publication.
5.3. Book Sources
The general format of writing a bibliography for books is presented as
follows:
1) The last name of the author or editor, followed by other initials. Editors only
always end with a caption (Ed.) Or (Eds.)
2) Year published in brackets.
3) The complete title of the book. Capital only at the beginning of the title and
subtitle (if any). Every title and subtitle is italicized. Title and subtitles are
separated by a colon (:)
4) If any, include the edition of the book in brackets after the title and subtitle are
written. Examples: (3rd ed.) For the third edition, or (Rev. ed.) For the revised
edition. Don't put a period before the edition of the book is listed.
5) Place of publication must include the city and country of the publisher. If
published in the state of the United States (USA) must include the state
abbreviation based on the APA manual. If the book was published in multiple
places, include only the name of the place that was first mentioned.
58
6) The publisher's name must be written as clearly as possible. Overseas
publishers may not include the term Publishers, Co., or Inc. except for the
words Books and Press. If the author and publisher names are the same, use the
keyword Author in the publisher name
7) It is enough for electronic books to include the document object identifier
(DOI) number or the web page, without the place and name of the publisher.
Example of writing a printed book source (print):
Examples of writing book sources published in the USA:
An example of writing a book source without an author, but with the
name of the editor in it:
Note: (Ed.) If only one editor, and (Eds.) If more than one editor.
Writing book editions in English format (1st, 2nd, 3rd, 4th, 5th, ...)
An example of writing a book source with the same author and
publisher:
Note: the word "Author" replaces the name of the publisher who has been
placed in the position of author of the book.
An example of writing a book source whose title is translated by an
author:
Shotton, M. A. (1989). Computer addiction? A study of computer dependency.
London, England: Taylor & Francis.
Airey, D. (2010). Logo design love: A guide to creating iconic brand identities.
Berkeley, CA: New Riders.
Aspinall, V. (Ed.). (2014). Clinical procedures in veterinary nursing (3rd ed.).
Edinburgh, Scotland: Elsevier.
Mid Central District Health Board. (2008). District annual plan 2008/09.
Palmerston North, New Zealand: Author.
59
Note: the citer may translate the original title of the book La psychologie de
l'enfant in square brackets. Translation results do not need to be italicized.
Examples of writing book sources translated by other authors:
Note: The translator of ‘The psychology of the child’ is named H. Weaver
(not reversed). The translator's last name is written on the back, while the
translator's first initial is written before his last name.
Examples of writing a chapter or chapter source for a particular
book in a printed version:
Note: this source is valid if found only chapters or certain other sections in
a book (not intact).
Examples of writing book chapter sources that are translated and
reprinted from other sources:
Note: pages 703—732 of the Manual of child psychology are reprinted on
pages 3—18 of the book Cognitive development to adolescence: A reader,
then G. Gellerier & J. Langer made a translated version entitled Extracts
Piaget, J. (1966). La psychologie de l’enfant [The psychology of
the child]. Paris, France: Presses Universitaires de France.
Piaget, J. (1969). The psychology of the child (H. Weaver,
Trans.). New York, NY: Basic Books.
Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In
M. Eid & R. J. Larsen (Eds.), The science of subjective well-being (pp.
17—43). New York, NY: Guilford Press.
Piaget, J. (1988). Extracts from Piaget’s theory (G. Gellerier & J. Langer,
Trans.). In K. Richardson & S. Sheldon (Eds.), Cognitive development to
adolescence: A reader (pp. 3—18). Hillsdale, NJ: Erlbaum. (Reprinted
from Manual of child psychology, pp. 703—732, by P. H. Mussen, Ed.,
1970, New York, NY: Wiley).
60
from Piaget's theory. Such sources have undergone republishing, so in the
way they are cited in paragraphs:
Example of writing a reference book source:
Example of writing outside reference book sources, title translated:
Examples of writing book sources that are only published online:
Note: how to cite the third source is written in the following paragraph:
An example of writing a printed electronic book source:
Example of writing electronic book sources with DOI:
Piaget (1970/1988) . . .
or
. . . (Piaget, 1970/1988)
VandenBos, G. R. (Ed.). (2007). APA dictionary of psychology. Washington,
DC: American Psychological Association.
Real Academia Española. (2001). Diccionario de la lengua española
[Dictionary of the Spanish language] (22nd ed.). Madrid, Spain: Author.
Rich, J. R. (2011). Your iPad 2 at work [e-book]. Retrieved from
http://safaribooksonline.com
Sadun, E., Grothaus, M., & Sande, S. (2011). Taking your iPad 2 to the max
(2nd ed.). [e-book]. Retrieved from http://books.google.co.nz
O’Keefe, E. (n.d.). Egoism & the crisis in Western values. Retrieved from
http://www.onlineoriginals.com/showitem.asp?itemID=135
O’Keefe (n.d.) . . . atau . . . (O’Keefe, n.d.).
Shotton, M. A. (1989). Computer addiction? A study of computer dependency
[DX Reader version]. Retrieved from http://www.ebookstore.tandf.co.uk
/html/index.asp
61
An example of writing a book source that is published in an electronic
version:
Note: In paragraphs cited by:
Example of writing book sources in several volumes:
Note: In paragraphs cited by:
5.4. Periodic sources (journals, magazines, newspapers)
The general format of writing a bibliography for periodic sources is
presented as follows:
(1) Author's last name, followed by other initials.
(2) The year published in parentheses.
Schiraldi, G. R. (2001). The post-traumatic stress disorder sourcebook: A guide
to healing, recovery, and growth [Adobe Digital Editions version].
doi:10 .1036/0071393722
Freud, S. (1953). The method of interpreting dreams: An analysis of a specimen
dream. In J. Strachey (Ed. & Trans.), The standard edition of the
complete psychological works of Sigmund Freud (Vol. 4, pp. 96—121).
Refrieved from http://books.google.com/books (Original work published
1900).
Freud (1900/1953) . . .
atau
. . . (Freud, 1900/1953).
Koch, S. (Ed.). (1959—1963). Psychology: A study of science (Vols. 1—6). New
York, NY: McGraw-Hill.
Koch (Ed.) (1959—1963) . . .
atau
. . . (Koch (Ed.), 1959—1963).
62
(3) The complete title of the article. Capital only at the beginning of the title
and subtitle (if any). Title and subtitles are separated by a colon (:)
(4) The names of journals, magazines and newspapers are italicized
(5) The volume number is italicized. No need to write "Vol." to show volume,
just write down the number.
(6) The issue number in the volume (if any) is written in brackets immediately
after writing the volume number. This issue number is not italicized.
(7) If no information on the volume or publication number is found, it may be
written down the month, season, or other terms that can indicate the
information on the publication of the article.
(8) Write the start and end pages of the article
(9) If so, write down the object identifier (DOI) or the web page.
Example of writing sources from a printed version of a journal (print):
An example of writing a print journal source whose title is translated:
Example of writing online journal sources with DOI:
Thompson, C. (2010). Facebook: Cautionary tales for nurses. Kai Tiaki: Nursing
New Zealand, 16(7), 26—36.
Light, M. A., & Light, I. H. (2008). The geographic expansion of Mexican
immigration in the United States and its implications for local law
enforcement. Law Enforcement Executive Forum Journal, 8(1), 73—
82. Gabbett, T., Jenkins, D., & Abernethy, B. (2010). Physical
collisions and injury during professional rugby league skills training.
Journal of Science and
Medicine in Sport, 13(6), 578—583.
Guimard, P., & Florin, A. (2007). Les evaluations des enseignants en grande
section de maternelle sont-elles predictives des difficultes de lecture au
cours preparatoire? [Are teacher ratings in kindergarten predictive of
reading difficulties in first grade?]. Approche Neuropsychologique des
Apprentissages chez l’Enfant, 19, 5—17.
63
If there are more than seven authors in a journal, list the names of the first
six authors followed by a three-dot space ellipsis (..) And list the names of
the last authors. For example, if the online version with the DOI is as
follows:
Note: in paragraphs cited by:
If there is no DOI, it must include the keyword Retrieved from and
followed by the official homepage as a substitute for the DOI. Examples of
writing online journal sources without DOI are as follows:
Example of writing a print version of a magazine source:
Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status,
and the survival times of terminally ill patients. Health Psychology, 24,
225—229. doi:10.1037/0278-6133.24.2.225
doi:10.1080/14622200410001676305
249–267. 6, Research, Tobacco and
Gilbert, D. G., McClernon, J. F., Rabinovich, N. E., Sugai, C., Plath, L. C.,
Asgaard, G., . . . Botros, N. (2004). Effects of quitting smoking on EEG
activation and attention last for more than 31 days and are more severe
with stress, dependence, DRD2 A1 allele, and depressive traits. Nicotine
Gilbert et al. (2005) . . .
or
. . . (Gilbert et al., 2005).
Sillick, T. J., & Schutte, N. S. (2006). Emotional intelligence and self-esteem
mediate between perceived early parental love and adult happiness. E-
Journal of Applied Psychology, 2(2), 38—48. Retrieved from
http://ojs.lib.swin.edu.au /index.php/ejap
64
In paragraphs cited by:
The first quote is written:
The next quote is written:
An example of writing an online version of a magazine source:
In paragraphs cited by:
Example of writing a source from a print version of a newspaper:
In paragraphs cited by:
Chamberlin, J., Novotney, A., Packard, E., & Price, M. (2008, May). Enhancing
worker well-being: Occupational health psychologists convene to share
their research on work, stress, and health. Monitor on Psychology, 39(5),
26—29.
Chamberlin, Novotney, Packard, and Price (2008) . . .
atau
. . . (Chamberlin, Novotney, Packard & Price, 2008).
Chamberlin et al. (2008) . . .
atau
. . . (Chamberlin et al., 2008).
Clay, R. (2008, June). Science vs. ideology: Psychologists fight back about the
misuse of research. Monitor on Psychology, 39(6). Retrieved from
http://www.apa.org/monitor/
Clay (2008) . . .
atau
. . . (Clay, 2008).
Schwartz, J. (1993, September 30). Obesity affects economic, social status. The
Washington Post, pp. A1, A4.
65
Examples of writing sources from the online version of a newspaper:
In paragraphs cited by:
If the name of the newspaper author cannot be found, then the position of
the author in the bibliography is replaced by the complete title of the article
that is displayed. Meanwhile, the citation in the paragraph uses the first few
words of the title, enclosed in quotation marks to replace the author's name
information. Example:
Note: In paragraphs cited by:
5.5. Other sources
Example of writing a symposium contribution source:
Schwartz (1993) . . .
atau
. . . (Schwartz, 1993).
Brody, J. E. (2007, December 11). Mental reserves keep brains agile. The New
York Times. Retrieved from http://www.nytimes.com
Brody (2007) . . . atau . . . (Brody, 2007)
Six sites meet for comprehensive anti-gang initiative conference. (2006,
November/December). OJJDP News @ a Glance. Retrieved from
http://www.ncjrs.gov/html/ojjdp/news_at_glance/216684/topstory.html
“Six sites meet for comprehensive” (2006) . . .
atau
. . . (“Six sites meet for comprehensive”, 2006).
Muellbauer, J. (2007, September). Housing, credit, and consumer expenditure.
In S. C. Ludvigson (Chair), Housing and consumer behavior.
Symposium conducted at the meeting of the Federal Reserve Bank of
Kansas City, Jackson Hole, WY.
66
In paragraphs cited by:
An example of writing a conference paper abstract source taken online:
Example: In a paragraph cited by:
An example of writing a periodical source from an online proceeding:
National Academy of Sciences, USA, 105,
12593—12598. doi:10.1073/pnas.0805417105
Cannan, J. (2008). Using practice based learning at a dual-sector tertiary
institution: A discussion of current practice. In R. K. Coll, & K.
Hoskyn (Eds.), Working together: Putting the cooperative into
cooperative education. Conference proceedings of the New
Zealand Association for Cooperative Education, New Plymouth,
New Zealand. Retrieved from
http://www.nzace.ac.nz/conferences/papers/Proceedings_2008.pd
f
MacColl, F., Ker, I., Huband, A., Veith, G., & Taylor, J. (2009,
November 12- 13). Minimising pedestrian-cyclist conflict on
paths. Paper presented at the Seventh New Zealand Cycling
Muellbauer (2007) . . . atau . . . (Muellbauer, 2007).
Liu, S. (2005, May). Defending against business crises with the help of
intelligent agent based early warning solutions. Paper presented at the
Seventh International Conference on Enterprise Information Systems,
Miami, FL. Abstract retrieved from
http://www.iceis.org/iceis2005/abstracts_2005.htm
Liu (2005) . . . atau . . . (Liu, 2005).
Herculano-Houzel, S., Collins, C. E., Wong, P., Kaas, J. H., & Lent, R. (2008).
The basic nonuniformity of the cerebral cortex. Proceedings of the
67
Conference, New Plymouth, New Zealand. Retrieved from
http://cyclingconf.org.nz/system/files/
NZCyclingConf09_2A_MacColl_PedCycleConflicts.pdf
An example of writing a source for a proceeding publication in book
form:
An example of writing an online version of a doctoral thesis source:
Example of writing a printed thesis / thesis / dissertation source:
2.10. Apart from books and journal articles
Some examples of writing a list of references with written sources other
than books and journal articles are presented below.
1) Thesis, thesis, or dissertation:
Rakhman, A. (2008). Teacher and students' code switching in English
as a foreign language (EFL) classroom. (Tesis). Sekolah
Pascasarjana, Universitas Pendidikan Indonesia, Bandung.
Williams, J., & Seary, K. (2010). Bridging the divide: Scaffolding the learning
experiences of the mature age student. In J. Terrell (Ed.), Making the
links: Learning, teaching and high quality student outcomes.
Proceedings of the 9th Conference of the New Zealand Association of
Bridging Educators (pp. 104-116). Wellington, New Zealand.
Carlbom, P. (2000). Carbody and passengers in rail vehicle dynamics (Doctoral
thesis, Royal Institute of Technology, Stockholm, Sweden). Retrieved
from http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3029
Johnson, S. (2013). Style strategies (Master’s thesis). UCOL, Whanganui School
of Design, Whanganui, New Zeland.
68
2) Publications of ministries, agencies, government agencies, legislation
products:
Departemen Pendidikan dan Kebudayaan. (1998). Petunjuk
pelaksanaan beasiswa dan dana bantuan operasional. Jakarta:
Depdikbud.
Pemerintah Republik Indonesia [Government of the Republic of
Indonesia]. (2011). Peraturan Pemerintah Republik Indonesia
No. 50 tahun 2011 tentang Rencana Induk Pengembanagan
Kepariwisataan Nasional tahun 2010-2025 [Republic of
Indonesia Government Regulation No. 50 of 2011 concerning
the Master Plan for national tourism development in 2011 to
2025]. Jakarta: Sekretariat Negara.
3) Documents or reports:
Panitia Proyek Pengembangan Pendidikan Guru. (1983). Laporan
penilaian proyek pengembangan pendidikan guru. Jakarta:
Depdikbud.
4) Papers in conference proceedings or seminars:
Sudaryat, Y. (2013). Menguak nilai filsafat pendidikan Sunda dalam
ungkapan tradisional sebagai upaya pemertahanan bahasa daerah.
Dalam M. Fasya & M. Zifana (Penyunting), Prosiding Seminar
Tahunan Linguistik Universitas Pendidikan Indonesia (hh.. 432-
435). Bandung: UPI Press.
5) Newspaper Articles:
Sujatmiko, I. G. (2013, 23 Agustus). Reformasi, kekuasaan, dan
korupsi. Kompas, hlm. 6.
6) Source from the internet
a. Individual works:
69
Thomson, A. (1998). The adult and the curriculum. [Online].
Diakses dari http://www.ed.uiuc.edu/EPS/PES-
Yearbook/1998/thompson.htm.
b. Order in online forums or online discussion groups:
Pradipa, E. A. (2010, 8 Juni). Memaknai hasil gambar anak usia dini
[Forum online]. Diakses dari
http://www.paud.int/gambar/komentar/ Weblog/806.
c. Email in the message list (mailing list):
Riesky (2013, 25 Mei). Penelitian kualitatif dalam pengajaran bahasa
[Posel mailing list]. Diakses dari
http://bsing.groups.yahoo.com/
group/ResearchMethods/message/581
d. Documents or reports:
Panitia Proyek Pengembangan Pendidikan Guru. (1983). Laporan
Penilaian Proyek Pengembangan Pendidikan Guru. Jakarta:
Depdikbud.
e. Papers in conference proceedings or seminars:
Sudaryat, Y. (2013). Menguak nilai filsafat pendidikan Sunda dalam
ungkapan tradisional sebagai upaya pemertahanan bahasa
daerah. Dalam M. Fasya & M. Zifana (Penyunting), Prosiding
Seminar Tahunan Linguistik Universitas Pendidikan
Indonesia (hh. 432-435). Bandung: UPI Press.
There are several important notes that must be observed from the list of
references or references above.
1) The examples above are reference patterns of several types of documents
that are often used in scientific works. Not all are given examples in this
manual. For other specific types of reference sources, please refer to the
book Publication manual of the American Psychological Association
(2010) sixth edition.
70
2) Some of the examples above are not really real and accessible sources.
The writing of these sources is for the purposes of providing examples
only.
3) Writing scientific papers in English, please follow the APA system
according to the original in English.
71
Chapter 5
RESEARCH RESULTS ARTICLES
Note: mentors' names are entered as correspondence or as second /
third author
Research article template appendix
Articles are scientific papers designed to be published in scientific
journals written in a scientific manner and following scientific
guidelines or conventions that have been agreed upon or established by
the journal manager. Scientific articles written by undergraduate
students are based on the thesis they produce as a requirement for
completion of studies at the bachelor level.
Article Systematics
The systematic articles of research results include the section Title, Author
Name, e-mail, Author Institution, Abstract and Keywords, Introduction,
Methods, Results, Discussion, Conclusions, and List of References.
Title
The title of the article must be informative, interesting, national or global in
tone, and contain the variables studied, between 5-14 words. The location
and time of the study are not mentioned in the title.
Author’s name and institution
The name of the article author is written without an academic or other
degree. The order of writing the author's name is based on the
contribution to the research, along with the name and address of the
institution. The author with the most contributions is written up front.
One of the authors' emails was provided for correspondence.
Abstract and Keywords
72
Abstract contains the problem or research objectives, research
procedures, and conclusions. Abstracts are written in Indonesian and
English. Abstract 50-75 words long, single space. Keywords are
selected from words that represent the studied variables, the total is 3-5
words.
Introduction
The word ‘introduction’ was not written. The maximum number of
pages of the introduction is 20% of the entire text. This section
describes the latest developments in the field under study whose
arguments are supported by the results of primary and recent literature
studies, gaps, the researchers' arguments in filling these gaps as a
promise of the researcher's contribution to the development of science,
and ends with research objectives / questions.
Method
The maximum number of pages of the method section is 20% of the
entire text. This section describes everything the researcher does in a
clear and detailed research, related to the research design, research data,
and analysis of research data. The definitions of population, sample,
design, and methods from the research book are not mentioned in this
section.
Result
The number of pages of sections yields a maximum of 20% of the entire
text. This section presents the clean results of data analysis. The
presentation of the results in the form of tables, charts or figures must be
meaningful and easy to understand. Tables, charts or figures may not
contain raw, workable data.
Discussion
73
The number of pages of discussion sections 30-40% of the entire text.
This section contains a substantial meaning of the results of the analysis
and comparisons with previous findings based on the results of relevant,
current and primary literature studies. This comparison leads to the
presence or absence of differences with the findings of previous studies
so that it has the potential to suggest a contribution to the development
of science.
Conclusion
Conclusion is written in paragraph form, not numeric, maximum 10% of the
entire text. The conclusions contain research findings as a synthesis
between the results of data analysis and the results of the discussion,
highlighting new things that contribute to the development of science. The
technical terms of statistics and research methodology are not written in the
concluding section.
References
The list of references contains everything that is referenced in the text as
coming from the relevant source. The list of referrals used must be up-
to-date, at least 80% of which are references in the last 10 years.
Primary references, especially those in the form of journal articles, are
at least 80% of the total references.
74
Example of outer cover of research proposal:
STUDENTS’ PERCEPTIONS OF “GOOD” AND “BAD”
TEACHERS IN INDONESIAN CONTEXT
A RESEARCH PROPOSAL
Submitted to English Education Department Faculty of Educational Sciences and
Teachers’ Training as a Partial Fulfilment to Thesis Writing
(logo berwarna)
oleh
ADE RIANTI
142122039
ENGLISH EDUCATION DEPARTMENT FACULTY OF EDUCATIONAL SCIENCES AND TEACHER’S TRAINING
UNIVERSITAS SILIWANGI TASIKMALAYA
2020
75
Example of the outer cover of the thesis:
STUDENTS’ PERCEPTIONS OF “GOOD” AND “BAD”
TEACHERS IN INDONESIAN CONTEXT
A THESIS
Submitted to Fulfill the Requirements for Sarjana Pendidikan Degree at English
Education Department of Faculty Educational Sciences and Teachers’ Training
Siliwangi University
(logo berwarna)
oleh
ADE RIANTI
142121039
ENGLISH EDUCATION DEPARTMENT
FACULTY OF EDUCATIONAL SCIENCES AND TEACHER’S TRAINING
UNIVERSITAS SILIWANGI TASIKMALAYA
2020
76
Example of the Approval Sheet of Research Proposal:
STUDENTS’ PERCEPTIONS OF “GOOD” AND “BAD”
TEACHERS IN INDONESIAN CONTEXT
ADE RIANTI
142122039
Approved by
Supervisor I,
Dra. Dede Pertamana, M. Pd.
NIDN. 0429076101
Supervisor II,
Arini Nurul Hidayati, M. Pd.
NIDN. 0406048801
Note: We recommend that, for uniformity, NIP only uses NIDN.
77
Example thesis approval sheet:
STUDENTS’ PERCEPTIONS OF “GOOD” AND “BAD”
TEACHERS IN INDONESIAN CONTEXT
ADE RIANTI
142122039
Approved by
Supervisor I,
Dra. Dede Pertamana, M. Pd.
NIDN. 0429076101
Supervisor II,
Arini Nurul Hidayati, M. Pd.
NIDN. 0406048801
Assigned by:
Dean of FKIP Siliwangi University
Tasikmalaya,
Dr. H. Cucu Hidayat, M. Pd.
NIDN. 0009046301
Head of English Education
Department of FKIP Siliwangi
University Tasikmalaya,
Yusup Supriyono, M. Pd.
NIDN. 0404077501
78
STUDENTS’ PERCEPTIONS OF “GOOD” AND “BAD”
TEACHERS IN INDONESIAN CONTEXT
ADE RIANTI
142122039
This thesis was examined on (dd-mm-yyyy)
Examiners:
Examiner 1 : …..……………………… (……………………)
Examiner 2: ..………………………… (……………………)
Examiner 3: ….……………………… (……………………)
Examiner 4: ……..…………………… (……………………)
Examiner 5: …..……………………… (…………………....)
79
Examples of authenticity statements of thesis:
PERNYATAAN
Saya menyatakan dengan sesungguhnya bahwa skripsi yang berjudul
THE INFLUENCE OF DIRECTED READING ACTIVITY (DRA)
TOWARDS THE STUDENTS’READING COMPREHENSION beserta
seluruh isinya adalah sepenuhnya karya saya sendiri. Saya tidak
melakukan penjiplakan atau pengutipan dengan cara-cara yang tidak
sesuai dengan etika keilmuan yang berlaku dalam masyarakat keilmuan.
Atas pemyataan ini saya siap menanggung konsekuensi atau sanksi
apabila di kemudian hari ditemukan adanya pelanggaran terhadap etika
keilmuan atau ada klaim dari pihak lain terhadap keaslian skripsi ini.
Tasikmalaya, 12 September 2020
Yang membuat pernyataan,
materai Rp 6.000,-
Ade Rianti
142122039
80
ABSTRAK
ADE RIANTI. 2020. “STUDENTS’ PERCEPTIONS OF “GOOD” AND
“BAD” TEACHERS IN INDONESIAN CONTEXT”. Program Studi
Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan,
Universitas Siliwangi, Tasikmalaya.
Tujuan dari penelitian kualitatif ini adalah untuk menyelidiki persepsi
siswa tentang guru yang baik dan kurang baik di dalam konteks Indonesia.
Berfokus pada 5 siswa, penelitian ini berusaha mendapatkan pemahaman
mendalam tentang pengalaman dan persepsi dari 5 siswa di salah satu
sekolah menengah kejuruan tentang guru yang baik dan kurang baik di
dalam konteks Indonesia. Data dikumpulkan dari hasil wawancara semi-
terstruktur dan dianalisis menggunakan analisis tematik, untuk
mengungkapkan persepsi siswa tentang guru yang baik dan kurang baik di
dalam konteks Indonesia. Temuan penelitian ini dijelaskan lebih lanjut
dalam penelitian ini.
Kata kunci: Persepsi Siswa, guru yang baik, dan guru yang kurang baik.
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