Author Guidelines

Authors must strictly follow the submission guidelines of the journal. Submissions that do not adhere to the guidelines provided will be rejected/returned for corrections. Please submit your paper through the Online Submission of this journal.

Every manuscript submitted for publication in this journal will be checked for plagiarism using Turnitin software. If plagiarism is detected, the authors will be informed and requested to rewrite the text or provide any necessary citations. The manuscript will be eligible for review and publication if the paper similarity index is less than 20%.

If you have any questions, please feel free to contact the editorial assistant at [email protected].

A. General Information for Submissions

  1. Manuscripts submitted to Erudita: Journal of English Language Teaching should be research-based papers that have not been published or are under consideration elsewhere.
  2. Manuscripts must be in English. It should be typed in MS Word document format using a 12-pt Corbel font; left, right, top, and bottom margins are 2.5 cm; single-spaced on A4-sized paper; length: between 5,000 and 7,000 words.
  3. The manuscript will be reviewed by subject reviewers, while the editors reserve the right to edit the manuscript for format consistency without altering the substance.
  4. The manuscript is prepared using the Article Template and has been carefully checked by referring to the Author Guidelines. 
  5. The citations and references should follow the style of the American Psychological Association (APA) 7th Edition and use Reference Management Software such as Zotero (http://www.zotero.org), Mendeley (https://www.mendeley.com), etc.
  6. The manuscript has been written in good English and is free of grammatical errors. It has been checked with a proofreading tool (e.g., Grammarly (https://www.grammarly.com)) and, if possible, proofread by a language editor.

B. Preparing a Manuscript

  1. The article structure contains (a) Title; (b) Author(s) name, affiliation, and email address of corresponding author; (c) Abstract; (d) Keywords; (e) Introduction; (f) Method; (g) Findings and discussion; (h) Conclusion; (i) Acknowledgements; (j) References; and (k) Appendices (if any).
  2. Title: The paper title should indicate the novelty of the research. It should be concise and informative. It does not contain infrequently-used abbreviations. The main idea should be first written, followed by its explanation. Use bold for your article title, with an initial capital letter for any proper nouns with 14-pt Corbel.
  3. Author(s) name, affiliation, and email address of the corresponding author: The full name of the author(s) must be written without academic title(s) in 12-pt Corbel, bold. The affiliation, including university, city/province, and country, should be written below the name in 10-pt Corbel. The email address of the corresponding author should be written below the affiliation in 10-pt Corbel (the corresponding author will handle correspondence at all stages of refereeing and publication, including post-publication; this responsibility includes answering any future queries about the methodology and materials of the paper). Ensure that the e-mail address is given and that contact details are kept up-to-date by the corresponding author.
  4. Abstract: The abstract (not exceeding 200 words) should be clear and informative. The abstract should succinctly describe your entire paper. It contains (1) an introduction indicating the research gap, (2) a purpose, (3) a methodology, (4) findings, and (5) research implications. The abstract should tell the prospective reader what you did and highlight the key findings. Avoid using technical jargon and uncommon abbreviations. The abstract should be in one paragraph, in 10-point Corbel, and with a single space. It must appear on the top of the first page after the title, author(s) name and affiliation, and email address of the corresponding author.
  5. Keywords: Keywords are the labels of your manuscript and are critical to correct indexing and searching. Therefore, they should be well selected and closely related to the topic to facilitate the readers’ search, and they should represent the content and highlight of your article. Use only those abbreviations that are firmly established in the field. There must be 3–7 keywords [phrases]. Each phrase in Keywords should be separated by a semicolon (;). Keywords help readers find your article, so they are vital for discoverability. They should be written in lower case, except for proper nouns, and should be alphabetically arranged.
  6. Introduction: An introduction to the paper should clearly state the purpose of the paper. It includes a review of related literature and research purposes in essay style. The introduction should include key references to appropriate work. It states the significant contribution of the research. The introduction should consist of the background of the study, research contexts, literary review, and research objective(s) (at the end of the introduction). The introduction should explicitly state the research gap and show the novelty of the research. All introductions should be presented in the form of paragraphs, not pointers. The proportion of the Introduction section is 15-20% of the total article length.
  7. Method: The method section, with a proportion of 10–15% of the total article length, consists of a description concerning the research design, setting, participants or data sources, data collection (the real procedures of collecting data), and data analysis (the real procedures of analyzing data). 
  8. Findings and discussion:The findings and discussion section consists of a description of the results of the data analysis to answer the research question(s) and their meanings as seen from current theories and references in the area addressed. The proportion of this section is 40–60% of the total article length.
  9. Conclusion: In the conclusion section, it should include the following points: restatement of aims; summarizing research findings; suggesting implications; significance of the findings or research contribution; limitations of the current study; recommendations for future research; and implications or recommendations for theory/practice. Without a clear conclusion, reviewers and readers will find it difficult to judge the work and whether or not it merits publication in the journal. Do not repeat the abstract or just list the experimental results.
  10. Acknowledgements: Recognize those who helped in the research. They include individuals who have assisted you in your study: advisors or other supporters, e.g.: proofreaders, typists, and suppliers, who may have given materials. Do not acknowledge or mention the names of your co-authors.
  11. References: Every source cited in the body of the article should appear in the list of References, and all sources appearing in the list of References should be cited in the body of the article. The references should be more up-to-date (published in the last 5 years). The primary sources cited in your paper are in the form of journal articles, proceedings, and research reports, including theses and dissertations, that can be accessed online (show the permalink/DOI). At least 80% of the total references cited should be taken from journal articles (primary sources). Check each reference against the source (author name, year, volume, issue, permalink/DOI). Use other published articles in the same journal as models. The References should be presented alphabetically and chronologically and be set to 12-pt Corbel font, justified, with single line spacing and hanging indent.
  12. Figure: The placement of the picture is in the center, with the caption written in 10-pt. Corbel. The caption has to mention the title below the figure.
  13. Table: Each table must be typed, and consecutively numbered. The title is written in the center above the table and in 10-pt. Corbel.
  14. Use the headings system as follows:

Heading 1: use this style for level one headings

Heading 2: use this style for level two headings

Heading 3: use this style for level three headings

  1. Citations and references must comply with the American Pyscological Association (APA), 7th edition style.

In-text citations

Single author:

Steps in analyzing interview data include … (Widodo, 2014).

Widodo (2014) mentions that steps in analyzing interview data include …

Two authors:

Emotions play a pivotal part in teacher learning … (Day & Leitch, 2001).

Day and Leitch (2001) assert that emotions play a pivotal part in teacher learning …

Three authors and more:

Teacher identity is not only intellectual and rational … (Lee et al., 2011).

Lee et al. (2011) view that teacher identity is not only intellectual and rational …

References

Book: Single author

Durrant, J. (2020). Teacher agency, professional development and school improvement. Routledge.

Book: 2 authors

Heigham, J., & Croker, R. A. (2009). Qualitative research in applied linguistics: A practical introduction. Palgrave MacMillan.

Books with edition

Miles, M. B., Huberman, A. M., & Saldana, J. (2019). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE Publications, Inc.

Book: Editor(s)

Perry, S. M. (Ed.). (2018). Maximizing social science research through publicly accessible data sets. IGI Global. https://doi.org/10.4018/978-1-5225-3616-1

Arabski, J., & Wojtaszek, A. (Eds.). (2011). Aspects of culture in second language acquisition and foreign language learning. Springer.

Fang, F., & Widodo, H. P. (Eds.). (2019). Critical perspectives of global Englishes in Asia: Language policy and curriculum, pedagogy, and assessment. Multilingual Matters. https://doi.org/10.21832/9781788924108-003

Book chapters

Widodo, H. P. (2016). Teaching English for specific purposes (ESP): English for vocational purposes (EVP). In W. A. Renandya & H. P. Widodo (Eds.), English language teaching today (pp. 277–291). Springer.

Martin, J. R., & Rose, D. (2005). Designing literacy pedagogy: Scaffolding democracy in the classroom. In J. Webster, C. Matthiessen, & R. Hasan (Eds.), Continuing discourse on language: A functional perspective Vol. 1 (pp. 251–280). Continuum.

Books in Indonesian language

Atmazaki, Ali, N. B. V., Muldian, W., Miftahussururi, Hanifah, N., Nento, M. N., & Akbari, Q. S. (2017). Panduan gerakan literasi nasional [National literacy movement guidelines]. Ministry of Education and Culture of the Republic of Indonesia.

Book reviews

Dent-Read, C., & Zukow-Goldring, P. (2001). Is modeling knowing? [Review of the book models of cognitive development, by K. Richardson]. American Journal of Psychology, 114, 126–133.

Journal articles with a DOI

Abrar, M. (2019). Re-telling: A Narrative inquiry of Indonesian graduate students’ speaking experiences in a United Kingdom university. Indonesian Journal of Applied Linguistics, 8(3), 589–597. https://doi.org/10.17509/ijal.v8i3.15257

Kusumaningputri, R., & Widodo, H. P. (2018). Promoting Indonesian university students' critical intercultural awareness in tertiary EAL classrooms: The use of digital photograph-mediated intercultural tasks. System, 72, 49–61. https://doi.org/10.1016/j.system.2017.10.003

Wang, C., & Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24(3), 369–387. https://doi.org/10.1177%2F109019819702400309

Journal articles without a DOI

Gentles, S., Charles, C., Ploeg, J., & McKibbon, K. A. (2015). Sampling in qualitative research: Insights from an overview of the methods literature. The Qualitative Report, 20(11), 1772–1789. https://nsuworks.nova.edu/tqr/vol20/iss11/5

Liu, J. Y. (2018). Exploring genre pedagogy of learning transfer in L2 writing. The Asian Journal of Applied Linguistics, 5(1), 46–59. https://caes.hku.hk/ajal/index.php/ajal/article/view/518

Journal articles in Indonesian Language

Ratminingsih, N. M. (2018). Implementasi board games dan pengaruhnya terhadap hasil belajar bahasa Inggris [Implementation of board games and its effect on students’ English learning achievement]. Jurnal Ilmu Pendidikan, 24(1), 19–28. http://dx.doi.org/10.17977/um048v24i1p19-28

Unpublished dissertations or theses

Harris, L. (2014). Instructional leadership perceptions and practices of elementary school leaders [Unpublished doctoral dissertation]. University of Virginia.

Dissertations or theses from a database:

Hollander, M. M. (2017). Resistance to authority: Methodological innovations and new lessons from the Milgram experiment (Publication No. 10289373) [Doctoral dissertation, University of Wisconsin–Madison]. ProQuest Dissertations and Theses Global.

Dissertations or theses from online repository

Hardini, S. R. (2013). Developing character values in the teaching of narrative texts using genre-based approach: A case study at a senior high school in Bandung [Master's thesis, Universitas Pendidikan Indonesia]. Universitas Pendidikan Indonesia Repository. http://repository.upi.edu/2181

Dissertations or theses from the web

Tsao, S.-F. (2016). Associations between consumption of fruits and vegetables among older consumers and farmers market shopping [Master’s thesis, University of Kentucky]. UKnowledge. https://uknowledge.uky.edu/foodsci_etds/47/

Conference proceedings with a DOI

Aunurrahman, Hamied, F., & Emilia, E. (2017). Realizing a good education in an Indonesian university context. In A. G. Abdullah, I. Hamidah, S. Aisyah, A. A. Danuwijaya, G. Yuliani, & H. S. H. Munawaroh (Eds.), Ideas for 21st Century Education: Proceedings of the Asian Education Symposium (AES 2016) (pp. 297–300). Routledge. https://doi.org/10.1201/9781315166575