Writing For Publication

Prof. Dr. Didi SukyadiUniversitas Pendidikan Indonesia

Presented atSiliwangi International English Conference

Tasikmalaya, 28 November 2014

Before Writing

•Decide our area of expertise•Do a lot of reading•Use Open Sources from the Internet: e.g.

http://jalt.org/main/publications•http://www.linguistlist.org/•Do a critical reading in a specific area•Discuss the topic of interest with or our

colleagues

What to Write?

•Conceptual paper•Review: State of the arts paper•Book review•Obituari•Research-based paper

Structure of an Abstract

ABSTRACT1. Introduction2. Method3. Result4. Discussion5. Conclusion/implication

Stage 1

•Step 1•create a research space by stating the

importance of our study. For example:•“Minangkabaunese is commonly known

for its ragam adat, a specific cultural-traditional style of the language that has been regarded as having a high value. However, over the last two decades, the ragam adat tends to dry up” (from Adnan, 2009)

Step 2• indicate the gaps by indicating discrepancies,

disparities, and weaknesses of previous research using however, but, unfortunately. For example:

•“This theory (Minimalist theory) stands out for its greater power of generalization, and yet it lacks the capacity to explain some natural language data, namely, language not only as a set of grammatical sentences, but also a means of social communication reflecting socio-cultural values of its speakers.” (from Adnan, 2009).

Step 3

•describe the present study that we are doing. For example: 

•The purpose of this research is ….•This paper is to present thoroughly the

orthography of the languages in Alor regency. (from Adnan, 2009).

Stage 2

•Step 1•Describe the research procedures. For

example:•“Data are taken from audio-recording.

Verbal reactions from the interactions in class are analyzed using the critical discourse analysis theory based on the principles of systemic-functional grammar”

Stage 3

•summarise the results by describing briefly the main findings that we have found according to the research objectives. For example:

•“It can be concluded that that interpersonal relationship is still very much dominated by the teachers who have the managerial authority as well as the knowledge in class.”

Stage 4

•End the abstract by evaluating or comparing our work with another. For example:

•“These results indicate that speakers of Indonesian are only capable of using the language in survival and social communication.”

INTRODUCTION•Stage 1: Deciding the area or research

field •Step 1: Make a central claim• - Recently, there has been considerable

interest in Islamic Syariat (law) and the state.• - In recent years, a number of scholars have

re-examined the role of Islamic law and the state.

• - In the last few years, the issue of Islamic syariat has attracted a lot of interest.

Step2: Generalize about the study

• Many people believe that there have been renewed efforts to establish Islamic law in Indonesia since the fall of Suharto. (from Adnan, 2009). 

• This view has received a considerable support recently. For example, ….

• There have been many critics toward the view that ….

• Some Islamic parties in Indonesia have attempted to revive Islamic syariah in Indonesia.

• Recently, Indonesia and several other countries in Asia were hit by tsunami disaster.

• Currently, Indonesia is having multi-facet crises. (from Adnan, 2009).

Step 3: Review the previous studies

•Although learners have authored multimodally (i.e., written essays, book reports, science fair posters) for decades, the degree and kind of meaning making at learners’ disposal have arguably expanded, especially with regard to the potential audience and interactivity surrounding the texts they author (for discussions of these changes and their effects, see Bezemer & Kress, 2008; Carrington & Robinson, 2009; Rowsell & Walsh, 2011).

Stage 2: Decide the specific area of study•Step 1: Contradict or argue about the

claims of other researchers.•However, this approach suffers from a

number of weaknesses•However, the claim has several limitations•Unfortunately, this view is rather weak.

(from Adanan, 2009).

Step 2: Find the gap or a lack of literature•The idea of multimodality has been

studied since the 4th century BC, when classical rhetoricians alluded to it with their emphasis on voice, gesture, and expressions in public speaking (Wysocki, 2002). But the term did not gain much attention until the 20th century. (Liu & Qu, 2014)

Step 3: Propose a new question

•This study is quite informative, but there are still questions to be answered.

•From these studies, one important question remains unanswered.

Step 4: Continue the tradition

•Studies about the impacts of tsunami have covered only the areas around Banda Aceh. These studies should also cover other areas in order to gain a more complete picture of the impacts of the disaster. (from Adnan, 2009).

Stage 3: Describe our own study

•Step 1: Mention the main objectives•The purposes of this study are …•This study was designed in order to …

•Step 2: Explain the structure of the paper•This article follows the following

structure.•This article is structured in the following

way.

Step 3

•Step 3: Report the present study•This study examined the implementation

of liberal democracy in Indonesia since Indonesian independence.

• In this research, rhetorical patterns of research articles were studied.

LITERATURE REVIEW•describes, compares, contrasts and evaluates

the major theories, arguments, themes, methodologies, approaches and controversies in the scholarly literature on a subject.

•connects, compares and contrasts these arguments, themes and methodologies etc., with the concerns of a proposed piece of research

•not an annotated bibliography, not a summary listed one by one like a collage, and not a descriptive summary of the historical background to a topic.

Sources for Literary Review

•Primary source: Original research from journals, articles or conferences, original materials such as historical documents, or creative works such as art or literature.

•Secondary source: Evaluations, reviews or syntheses of original work

•Tertiary source: Broadly scoped material put together usually from secondary sources to provide an overview, e.g. a textbook.

Criteria of Source Selection• relevance –contribute to the development of your

topic, clarify your position, provide an alternative point of view you wish to argue against or provide useful primary source material.

• authority –published in a reputable journal, have been critically evaluated, been used extensively as a source material, been peer reviewed or be a recognised authority in the area.

• currency – it should be recent research or still be influential in the area.

When Writing a Literature Review• 1. Cite: keep the primary focus on the literature.• 2. Compare the various arguments, theories,

methodologies, approaches and findings expressed in the literature

• 3. Contrast the various arguments, themes, methodologies, approaches and controversies expressed in the literature

• 4. Critique the literature: which arguments are more persuasive, and why? Which approaches, findings, methodologies seem most reliable, valid, or appropriate, and why?

• 5. Connect the literature to your own area of research and investigation: how does your own work draw on/depart from/synthesise what has been said in the literature?

Structure• Introduction: Introduce the topic/problem and

the context within which it is found.• Body: Examine past research in the area

highlighting methodological and/or theoretical developments, areas of agreement, contentious areas, important studies and so forth. State clearly how your work builds on or responds to earlier work.

• Conclusion: Summarise what has emerged from the review of literature and reiterate conclusions

METHOD

•Qualitative•Quantitative•Mixed Method

Method•When the method is general, describe it

generally. “This study utilizes a true experimental

design with a random sampling assignment involving 30 respondents for control groups and the same number of respondents for control group.”

•When the method is specific, describe it more completely.

Quantitative

•Pre-experimental design ( X T, T1 X T2, G1 X T

• G2 T

•True-experimental design•G1 (random) X T•G2 (random) T

•G1 (random) T1 X T2•G2 (random) T1 T2

Time Series

•T1 T2 T3 X T4 T5 T6

•T1 X T2 __ T3 0 T4___T5 X T6__T7)T8

Qualitative

•Ex post facto Design•Factorial design•Nominal, interval, ordinal data,•Dependent, independent, moderator,

intervening variable•Questionnaire,•Test•Validit, reliability, practicality

Qualitative•Types of data: texts-oral or written;

words, phrases, or sentences•Instrument: open ended questions,

interview, corpus, images, artifacts •Field notes from observation•Interview transcript: follow standard

convention•Video recording•Ethnongraphy•CAR

Findings and Discussions

•Results & Discussion are separated•Results and Discussion Integrated•We can use structure: a-b a-b: Findings

are followed by comments or discussions; then findings followed by discussions.

•We can also use structure: a-a-a-b. In this case we write down several findings, the follow them with our comments about them. The findings are commented at the same time.

TENSES: Abst, Intr. and Lit review• Use simple past for abstract • Use simple present for introduction• use simple present to indicate that we believe that

the findings cited are still true and relevant even though the original studies were carried out in the past.

• Use simple present to state theories or discuss our opinions concerning other research or literature.

• Use present perfect to refer to previous research to show currency or recency of the materials.

• Use simple past to refer to other scholars’ opinions that was true in the past but may have changed.

• Use present perfect or simple present to refer to views or past research findings that are still relevant to the current time.

• Use mainly used with reporting verbs (e.g. find, explain, argue).

TENSES: MethodUse simple past in METHOD SECTION, to refer to what we did in our study. Passive voice is often used. Use simple present to refer to figures or diagrams which helps explain what we did, Use simple past to refer to other scholars’ research methods and results at the time of the research.

TENSES: Findings and Discussions•Use simple past to detail the findings we

obtained, •Use present tense to refer to figures,

tables and graphs. •Use present tense to explain the

significance of the results. •Use past tense to summarize the findings, •Use present tense to explain or interpret

what the results mean

Conclusion

•Use a combination of tense to summarize the main findings and the major implications of the study,

•to point out any limitations, and •to offer suggestions for future research

Style

•Follow the style of the targeted journal•Be consistent when using a style: APA,

MLA, Harvard, Turabian, Chicago, etc.•Use software: Zotero, Mendeley, etc.

Avoid Plagiarism•An act acquiring credit for a certain

academic work by imitating parts or whole works of others without stating the sources accurately and sufficiently (Permendiknas No 17 tahun 2010, Pasal 1 Ayat 1).

•What we cite in the texts should appear in the reference list and what we put in the reference list should be cited in the texts.

•When we cite verbatim, year and page number should appear

Avoid Plagiarism•Avoid double publication•Avoid self-plagiarism•Avoid errors when citing or quoting sources•Do more summarizing and paraphrasing •When we translate, we have to put the

sources•When we read a book written in English,

then we closed it and write the main ideas in Indonesian, we have to write the sources.

•When we write with our students, make the faculty as second author, but functioning as a corresponding author

WHERE TO PUBLISH?

• Non accredited national journal: Parole, • Accredited National journal: TEFLIN Journal,

CELT Journal, Jurnal Ilmu Pendidikan, Cakrawala Pendidikan, Jurnal Pendidikan dan Pembelajaran, Sekolah Dasar, Jurnal Penelitian dan Evaluasi Pendidikan, Makara, TEFLIN, K@ta, Bahasa dan Seni, Lingua, Jurnal MLI, Litera)

• Accredited International national journal (a journal indexed by Scopus or Thomson Reuters) For example: Indonesian Journal of Applied Linguistics

International Journal

•RELC Journal•Asia-TEFL Journal•3L: Language, Linguistics, Literature®•Asian EFL Journal•Gema Online Journal of Language Studies•Asia Pasific Education researcher