English The Win

THESIS WRITING GUIDELINES
THE PROPERTY OF
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION,
UNIVERSITAS SULAWESI BARAT
It is prohibited to photocopy, print, or publish the parts or whole content of this

document in any form without any written concern from FTTE, Universitas
Sulawesi Barat

FACULTY OF TEACHER TRAINING AND EDUCATION
Jalan Nedan No. 1 Lutang, Majene, Sulawesi Barat Phone/Fax: (0422) 22559
Website: http://fkip.unsulbar.ac.id
copyright © 2021
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THESIS WRITING GUIDELINES
Supervisor
Dean of FTTE, Universitas Sulawesi
Barat Dr. Abdullah Pandang, M.Pd.
Director
Vice Dean I for Academic and Students Affair Dr.
Sitti Sapiah, S.S., M.Hum.
Vice Dean II for General and Finance Affair
Dr. Kartika Hajati, M.Pd.
Writer Team
Sukmawati Yasim, S.Pd., M.Hum.
Nurhaeni,S.Pd.,M.Pd.
Munawir,S.Pd.I.,M.Pd.
Fajriani,S.S.,M.A.
Rezkiawati Nazaruddin,S.S.,M.A.
Muhammad Danial,S.Pd.,M.Pd.

FACULTY OF TEACHER TRAINING AND
EDUCATION, UNIVERSITAS SULAWESI
BARAT
Jalan Nedan No. 1 Lutang, Majene, Sulawesi Barat
Phone/Fax: (0422) 22559
Website: http://fkip.unsulbar.ac.id
copyright © 2020
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THE DEAN'S FOREWORD
FTTE, UNIVERSITAS SULAWESI BARAT
Let us praise the Almighty God, for His blessing and guidance, as well as
the ultimate dedication of the writers' team and the supports from all parties, so
this Thesis Writing Guidelines can be completed.
This guideline consists of two parts. The first part explains the standard
procedure that must be followed in arranging the thesis, such as in proposing title,
assigning advisor lecturer, accommodating the consultation session, proposal
seminar, thesis exam, and also the scoring criteria and deciding the passing grade.
The second one governs the grammar, writing style, and the content standard of
the proposal dan the thesis report made by the student.
This Guideline is expected to be the compass for all parties in the Faculty of
Teacher Training and Education, Universitas Sulawesi Barat who involved in any
stages of completing the student's final assignment. By having this guideline book
published, it is expected that the process of administration and academic services
in fulfilling the students' final assignment at FTTE, Universitas Sulawesi Barat to
be more directed, flawless, and effective under the academic quality standard
targeted in Strategic Plan of FTTE, Universitas Sulawesi Barat.
I do appreciate the work of The WIN team and all parties involved in
publishing this guide book. Hopefully all the effort and thought from them can be
granted as the good deeds by The One, Allah SWT, as well as contribute
positively in improving the academic quality at FTTE, Universitas Sulawesi Barat,
Amen
Majene, March 2021

Dean,
Dr. Abdullah Pandang, M.Pd.
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TABLE OF CONTENTS
Page
INNER COVER i
WRITER TEAM ii
DEAN DECREE iii
THE DEAN'S GREETING iv
TABLE OF CONTENTS vi
LIST OF TABLES ix
LIST OF FIGURES x
LIST OF APPENDIXES xi
CHAPTER I INTRODUCTION
A. Background 1
B. Terms Explanation 2
CHAPTER II THESIS WRITING ETHICS

A. Research Ethics 4
B. Writing Ethics 4
C. Prevention and Countermeasures of Plagiarism 5
CHAPTER III THESIS LIMITATION,

REQUIREMENT, AND ASSIGNMENT
A. Thesis Limitation 9
B. Requirement and Assignment 10
CHAPTER IV THESIS WRITING PROCEDURES

A. Proposing Thesis Title 16
B. Research Proposal Writing and Consultation Session 17
C. Research Proposal Seminar 18
D. Conducting Research 22
E. Research Finding/Thesis Writing and Consultation Session 22
F. Thesis Examination 23
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G. Judisium 27
H. Scoring Aspects and Scale 29
I. Graduation Predicate 31
CHAPTER V WRITING FORMAT

A. Writing Format for Proposal 32
1. Quantitative Research Proposal Format
(A Quantitative Research) 32
2. Qualitative Research Proposal Format
(A Qualitative Research) 33
3. Classroom Action Research Proposal Format
(An Action Research) 34
4. Research and Development Proposal Format
(Research and Development) 35
5. Mixed-Method Research Proposal Format
(Mixed Methods) 36
B. Writing Format for Thesis 38
1. The Beginning Part of the Thesis 38
2. The Body of Quantitative Research Thesis 42
3. The Body of Qualitative Research Thesis 49
4. The Body of Classroom Action Research Thesis 56
5. The Body of Research and Development Thesis 63
6. The Body of Mixed-Method Research Thesis 69
7. The Conclusion of the Thesis 76
CHAPTER VI THESIS WRITING FORMAT

A. Language Usage 77
B. Typing Rules 77
C. Writing the Source of Citation 83
D. Writing Bibliography 90
CHAPTER VII SCIENTIFIC ARTICLE

A. Scientific Article Components 105
B. Writing Style 105
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BIBLIOGRAPHY 106
APPENDIXES 108
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LIST OF TABLES
Number Title Page

Table 4.1. Administrative Requirements for Proposing
Thesis Title 16
Table 4.2. Administrative Requirements for Proposal Writing
and Consultation 17
Table 4.3. Administrative Requirements for Registering on
Research Proposal Seminar 18
Table 4.4. Administrative Requirements for Conducting the
Research Proposal Seminar 20
Table 4.5. Administrative Requirements for Conducting
Seminar 22
Table 4.6. Administrative Requirements for Proposal Writing
Research Finding/Thesis Consultation Session 22
Table 4.7. Administrative Requirements for Registering on
Thesis Examination 24
Table 4.8. Administrative Requirements for Conducting
Thesis Examination 26
Table 4.9. Scoring Scale for Research Proposal Seminar 30
Table 4.10. Scoring Scale of Thesis Examination 30
Table 6.1. (The The Example of Table Writing) Data
Distribution of Control Group Pretest 80
Table 6.2. The Rules for Author's name writing based on
Country 86
Table 6.3. The Rules for Author's name writing based on
Quantity 86
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LIST OF FIGURES
Number Title Page

Figure 6.1 (The Example of Figure Presentation) Bloom's 81
Taxonomy
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LIST OF APPENDIXES
Number Title Page

Appendix 3a.1. Problem Identification Sheet 108
Appendix 3a.2. The Approval Sheet of
Supervisor 110
Appendix 3a.3. Research Title Proposing Sheet
111
Appendix 4b.1. Thesis Monitoring Book 112
Appendix 4b.2. Research Proposal Seminar Approval
Seminar 116
Appendix 4b.3. Control Card for Seminar
117
Appendix 4c.1 Receipt of Seminar Invitation and
Research Proposal Document 119
Appendix 4c.2. Research Proposal Seminar Report
120
Appendix 4c.3. Attendance List of Research Proposal Seminar 121
Appendix 4c.4. Suggestion/Correction Format for Proposal 122

Seminar
Appendix 4c.5. Scoring Format for Research Proposal
Seminar 123
Appendix 4c.6. The Recapitulation Score of the Seminar
Proposal Seminar 124
Appendix 4c.7. List of Score for Research Seminar
125
Appendix 4d.1. Correction Sheet for Research Proposal 126
Appendix 4d.2. Approval Sheet for the Research Proposal 127
Appendix 4e.1. Research Permit Letter 128
Appendix 4f.1 Thesis Examination Approval Sheet 129
Appendix 4f.3. Receipt of Invitation and Document
Of Thesis 130
Appendix 4f.3. Thesis Examination Report
131
Appendix 4f.4. Suggestion/Correction Format for Thesis 132
Examination
Appendix 4f.5. Scoring Format for Thesis Examination 133
Appendix 4f.6. Recapitulation of Score for Thesis Examination 134
Appendix 4f.7. Recapitulation of Score for Thesis Final Score 135
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Appendix 4g.1. Judisium Agenda 136
Appendix 4g.2. Judisium Pledge and Swear Text 137
Appendix 4g.3. Judisium Participant Inauguration Text 138
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Number Title Page
Appendix 5.1. Final Thesis Cover Format 139
Appendix 5.2. Thesis Proposal Title Format 140
Appendix 5.3. Thesis Exam Title Format 141
Appendix 5.4. Thesis Approval Sheet Format 142
Appendix 5.5. Thesis Originality Statement Format 143
Appendix 5.6. Thesis Publication Approval Format 144
Appendix 5.7. The Example of Motto Page 145
Appendix 5.8. The Example of Abstract In Indonesian 146
Appendix 5.9. The Example of Abstract in English 147
Appendix 5.10. The Example of Preface Page 148
Appendix 5.11. The Example of Table of Contents 149
Appendix 5.12. The Example of List of Tables 151
Appendix 5.13. The Example of List of Figures 152
Appendix 5.14. The Example of List of Appendixes 153
Appendix 5.15. The Example of Theoritical Framework 154
Appendix 5.16 The Example of Bibliography 155
Appendix 5.17. The Example of Research Schedule 156
Appendix 6.1. Writing Hierarchical Rule 157
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CHAPTER I
INTRODUCTION
A. Background
A thesis is a scientific product in the form of research finding explanations
that are obligatory for every student of FTTE, Universitas Sulawesi Barat as a
prerequisite in obtaining the Graduate Degree (Academic Rules of Universitas
Sulawesi Barat in 2019, Article 48, Verse 1) The thesis writing aims to train the
students in applying the knowledge by solving the problem under their expertise.
Every study program in FTTE, Universitas Sulawesi Barat, of course, has its
characteristic, so it is an inevitability to arrange a thesis writing guidelines to (1)
give a general guideline to all students of FTTE Universitas Sulawesi Barat in
writing their thesis. Through the general rules stated in this guideline, it is
expected from the students in different study program across FTTE Universitas
Sulawesi Barat to have the same perception in writing the thesis regarding the
writing characteristic and format, (2) guide the lecturers of FTTE Sulawesi Barat
in conducting thesis consultation session. This should form the basic perception
between students and their supervisors in committing the same understanding of
the thesis structure, content, and writing convention.
This guidance book is composed by the writing team formed under the
instruction of FTTE Universitas Sulawesi Barat based on the decree number:
269/UN55.10/HK.04/2019. This book consists of seven chapters. Chapter I
consists of background and some basic terms, chapter II deals with ethics in thesis
writing and plagiarism prevention, chapter III discusses the limitation,
requirement, and assignment, chapter IV focuses on thesis writing procedure,
chapter V will describe the writing format, chapter VI includes the thesis writing
convention, and chapter VII consists of guideline for scientific articles. The
format of the thesis can be categorized under five research methods namely,
Quantitative Research, Qualitative Research, Classroom Action Research,
Research and Development, Mixed Method.
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This guideline had been validated to be used based on the Decree of FTTE
Universitas Sulawesi Barat Dean Number: 218/UN55.10/HK/2020 on April 16th,
2020, and mandatory to be utilized by the academic community of FTTE
Universitas Sulawesi Barat as the guideline in writing the thesis.
B. Terms Explanation
Some of the terms that should be explained in this book as follows:
1. A research proposal is the design of the research proposed by the students
intended to be researched to write their thesis.
2. A thesis is the final research report in the form of scientific papers made by the
students under the applied procedure, technique, and writing convention.
3. The supervisor is the Lecturer who is assigned by the Dean under the
suggestion from the study program coordinator to supervise the students in
writing their research proposal, thesis, and scientific articles.
4. The examiner is the Lecturer who is assigned by the Dean under the suggestion
from the Study Program Coordinator to examine the students in proposal
seminar, research finding seminar, dan thesis exam.
5. Lecturer's Expertise is the educational background and/or research experience
of the lecturer which are related to students' research theme/problems.
6. The scientific article is the scientific paper written to be published in an
academic journal that complies with writing rules under scientific guideline or
convention which is already agree or applied.
7. The head of the faculty is the Dean In performing his task, The head of the
faculty is assisted by the Vice Dean, Head of Study Program, and Head of
Faculty Laboratory.
8. The head of the Study Program is the Study Program Coordinator, Study
Program Secretary, and Study Program Laboratory Coordinator.
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9. Examination Committee is the Team assigned under the Dean's Decree based
on the suggestion from the Study Program Coordinator regarding the Students
thesis exam which consists of:
a. Chair Person is the Dean or Vice Dean/Head of Study Program
b. Secretary is the Head of Study Program
c. Supervisor I and II
d. Examiner I and II
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CHAPTER II
THESIS WRITING ETHICS
A. Research Ethics
The basic principles that should be considered in conducting thesis research
in FTTE Universitas Sulawesi Barat as follows:
1. Harm protections: the research subject should be protected from the harmful
effect of both physically and emotionally.
2. Privacy Policy: The subject should be anonymized, apart from the main
researcher, no other parties could make any connection between the research
finding and the research subject. All the activity involving the individual
should ask for permission and it should remain anonymous.
3. Coercion: the research subject should not be forced with any means to be
involved in any study. Every individual has the right to reject participation in
research.
4. Informed consent: every research dealing with human or animals, should have
an individual informed consent
5. Confidentiality: any research finding related to the research subject should be
kept confidential and only the main researcher/particular person who knows
about it
6. Debriefing: informing the research finding (temporary) to the subject of the
research can only be performed by the researcher
7. Sharing benefit: giving the finding of the research to the participant who does
not get any treatment
8. All the research should be granted a permit from the faculty to conduct
research and publication
9. The openness: the researcher is open to any suggestion and input for the
improvement of the thesis.
B. Writing Ethics
In the scientific world, at least three types of an unethical act should be
avoided in students' thesis writing, namely data fabrication, data falsification, and
plagiarism.
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1. Data fabrication: The research data or finding is made up and recorded and/or
declared without any proof that the researcher has conducted the data
collection. This is the benefits of having a thorough logbook for the researcher
as the valid proof that she/he doesn't make any data fabrication
2. Data falsification: Research data or finding is falsified by changing or reporting
the wrong one, including purposely removing data which is contradicted with
the writer's intention to change the finding. The falsification also includes the
manipulation of research material, instrument, and process.
3. Plagiarism: The idea or statement of other people used without acknowledging
and admitting the sources.
C. Prevention and Countermeasures of Plagiarism

This part is arranged based on the Indonesia Minister of National Education
Regulation No. 17 of 2010 about the Prevention and Countermeasures of
Plagiarism in Higher Education, including:
1. Definition and Scope of the Plagiarism

Plagiarism is the act both intentionally or unintentionally as an effort of a
person to get or try to get a credit or value from scientific work, by citing some
part or all part of other's scientific work which admitted as his/her scientific work,
without stating the accurate and appropriate sources. The scope of plagiarism
including:
a. Referring and/or citing the term, words and/or sentence, data and/or
information from any sources without stating the sources in the citation notes
and/or without acknowledging the sources appropriately;
b. Referring and/or citing randomly the term. words and/or sentences, data and/or
information from any sources appropriately;
c. Using the idea resources, opinion, view, or theory without acknowledging the
source appropriately.
d. Formulating with their own words and/or sentences from any sources the words
and/or sentences, idea, opinion, view, or theory without stating the source
appropriately;
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e. Submitting a scientific work made and/or has been published by other parties
as their scientific work without stating the sources appropriately;
2. Types of Plagiarism
According to Soelistyo (2011), there are four types of plagiarism, namely:
a. The word for word plagiarism. The writer uses the words of other writers (the
same) without acknowledging the sources.
b. Plagiarism of source. The writer uses other ideas without appropriate
acknowledgment/without stating the sources.
c. Plagiarism of authorship. The author admits other scientific works as his/her
works.
d. Self-plagiarism. The writer publishes one article on more than one publisher
and re-used that scientific work. The main point of self-plagiarism is that when
someone remakes their work, the newest one should have significant changes.
3. The Prevention of Plagiarism

Some actions that can be done to prevent the plagiarism are as follows:
a. Every scientific work produced in the higher education level should enclose
written acknowledgment on paper bearing a 6,000 IDR duty stamp signed by
the writer that: (1) The scientific work is free of plagiarism, (2) If in the future
it is proven that there is plagiarism in the scientific work, the writer is willing
to accept sanctions following statutory provisions.
b. The scientific work should be uploaded electronically through FTTE USB
Repository as the access point of scientific work, or other portal assigned by
the General Director of Higher Education.
c. Every scientific work in FTTE USB will be checked by plagiarism detector
application (Turnitin) with 30% similarity tolerance (gradually applied within
three years transition)
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4. Countermeasures of Plagiarism
The steps taken in countermeasure the plagiarism are as follows:
a. If the student is expected to conduct any plagiarism, the Study Program
Coordinator compares the student's work with the suspected work being
plagiarised that stated by the students as the source.
b. Study Program Coordinator asks the colleague lecturer in the same field of
interest to give written testimony to clarify the truth of plagiarism that being
suspected conducted by the student.
c. The student who is suspected plagiarised granted a chance to explain the truth
in front of the Study Program Coordinator.
d. If the comparison dan witnessed is proven to be true, then the Study Program
Coordinator will grant sanction to the student as the plagiarist.
e. If one of the comparisons or witnessed, ends up failed to prove the plagiarism,
then the sanction cannot be given to the student who is suspected as the
plagiarist.
5. Sanction for Plagiarism

The sanction given to the student proven to conduct plagiarism are listed
below from the minor to major sanction, as follows:
a. warning;
b. written notice;
c. postponing the fulfillment of students' right;
d. canceling the student's final score on one or more courses.
e. get honorable expelled as the student
f. get non-honorable expelled as the student; or
g. the cancelation of academic certificates if the student already completed the program.
The Laws no 20 in 2003 on National Education System Article 70 also
regulates the sanction for plagiarism in academic life, that is "The graduate whose
scientific work that used for obtaining the academic, profession or vocational title
as mentioned in article 25 chapter 2 proven to be
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a plagiarism work will be arrested for two years and/or paying fine with a
maximum of Rp 200.000.000,00 (two hundred million rupiahs)‖.
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CHAPTER III
THESIS LIMITATION, REQUIREMENT, AND ASSIGNMENT
A. Thesis Limitation
1. Thesis the scientific work that should be arranged by the student as the
requirement for academic education that will train the students to apply the
knowledge through problem-solving under his/her expertise.
2. The written thesis should be relevant to the scope of education and instruction
in each study program in the Faculty of Teacher Training and Education
Universitas Sulawesi Barat.
3. The thesis arranged as the research finding report by using quantitative,
qualitative, classroom action research, research, and development, mixed, or
other applicable methods that are approved by the supervisor.
4. The thesis is written to answer the problems that should be conducted through
both theoretical and empirical review.
5. Students should follow the state of the art for each discipline and suggested
using the literature published in the last 10 years.
6. The student is suggested to raise the research theme related to local wisdom in
alignment with Universitas Sulawesi Barat Vision.
7. The thesis is equivalent to 6 credits.
8. The maximum duration for writing the thesis is 1 (one) year and if more than 1
(one) year, the thesis should be reviewed by the head of the faculty involving
the Study Program Coordinator, that will propose changing supervisor, title,
and/or the extension of thesis writing duration. One year starting from the date
of the proposal seminar.
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B. Requirement and Assignment
1. Students
a. Requirements for Proposing Thesis Title
To submit a thesis proposal, the student should meet the following
requirements
1) An undergraduate student who has completed and passed a minimum of 110
Credit with GPA ≥ 2,75.
2) Has passed the Research Methodology Course
b. Student Right and Obligation

The student right and obligation during taking thesis as follows:
1) Students reserve the right to choose the supervisor candidates who have
interesting expertise and already claimed approval from them.
2) Students reserve the right to be supervised in thesis completion continuously
from choosing title until declared passed the thesis exam as well as the
scientific article ready to be uploaded.
3) Students reserve the right to use the facilities provided by the faculty and
university under the regulation applied.
4) Students are obliged to conduct the research properly and write the thesis as
well as the scientific article under the applicable writing system.
5) Students are obliged to submit the thesis validated by the supervisor and
acknowledge by the Study Program Coordinator in the required number set by
the Head of Sub Academic and Student Affairs, Supervisor, Library, and
related parties in the form of softcopy and hardcopy.
6) Students are obliged to submit a scientific article approved by the supervisor to
the Head of Sub Academic Student Affairs in the form of softcopy and
hardcopy.
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2. Research Supervisor
a. Supervisor Requirements
The supervisor consists of 2 (two) lecturers with the following criteria:
1) Supervisor I (one) at least having a functional position as an instructor who has
related expertise and assigned by the Dean's decree. Supervisor, I could be in
the same/lower functional position than supervisor II.
2) The maximum number of supervised students is 10 (ten) students each
semester or considering the student ratio of each study program.
3) If needed, the thesis supervisor could be from other faculties or universities.
b. Supervisor Assignment
The procedure of supervisor determination should follow these steps (SOP
Number 012/UN.55.10/HK.06/2019):
1) Students ask the availability of the candidate of supervisor I and supervisor II
by enclosing the Problem Identification Sheet (Appendix 3a.1., Form A1) using
the Candidate Supervisor Approval Sheet (Appendix 3a.2., Form A2).
2) Submit the proposed supervisor I and II to the study program by attaching the
draft of Title Proposing Sheet (Appendix 3a.3., Form A3).
3) The study program staff check the proposed supervisor. If it is agreed, then the
Supervisor Recommendation Letter will be submitted to the Dean through the
Academic and Student Affairs. If it is declined, the form will be returned to the
student to be resubmitted.
4) The head of Academic and Student Affairs creat Decree for Supervisor draft
and submit it to the Vice Dean I to be verified.
5) Vice Dean I check the Supervisor Decree draft If it is approved, he will put an
initial sign to the decree. If not, return it to the Head of Academic and Student
Affairs to be reviewed.
6) Supervisor Decree Draft which is approved and initially signed by the Vice
Dean I will be signed by the Dean.
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7) Dean transfers the Supervisor Decree to the
administrative staffs. to be registered and given to every supervisor.
8) Administrative Staff registers the Supervisor Decree and gives them to every
supervisor and student.
c. Changing Supervisor
The procedure in changing the thesis supervisor as follows:
1) Changing the supervisor is only possible under the following conditions:
a) The assigned and appointed thesis supervisors are assigned to study or
having training in which the duration is more than 3 (three) months. The
changing of supervisor under this condition is only applied for the students
who have not conducted their proposal seminars yet. If the students are
going to conduct thesis exam, they should not change the supervisor unless
(1) requested by the respected supervisors, (2) the supervisors cannot
accommodate the online consultation session, (3) both of the supervisor are
assigned to study at the same time or participating in training, or (4) the
training make every supervisor cannot attend the final exam.
b) The supervisor is not able to perform the task optimally more than 3 months
or less intensive in doing the consultation with the students so it will hinder
the thesis writing process. The supervisor can be changed after being
noticed before by the Study Program Coordinator and after that, in fact,
he/she still ignore their responsibility as the supervisor.
c) Any other things that can hinder the consultation session such as the
supervisor is being in severe illness and/or pass away.
2) The changing of supervisor should be agreed by the Study Program
Coordinator and verified by the Dean.
3) If the Supervisor I is happened to be changed, the Supervisor II (who meet the
requirements to be Supervisor I) can be appointed as Supervisor I.
4) The new supervisor should be able to supervise the students after
agreed/assigned by the Vice Dean I.
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d. Supervisor Assignment
The main task of the supervisor including:
1) Guide the students that they could develop the thesis proposal, research
instrument, and write their research findings in the form of a thesis and article
based on scientific principles. The writing format and technique of the thesis
and article should follow the thesis writing guideline book FTTE Universitas
Sulawesi Barat.
2) Facilitate and guide students to make a scientific paper in the form of a thesis
and article that is original or not a plagiarism product (copied) from other's
works.
3) Give suggestions and complete the student's work that is examined when the
examination is undergoing.
4) Give score and final decision on the examination result as well as the seminar/exam.
3. Examiner Team
a. The Examiner Team Prerequisite
The examiner team in research proposal seminar consists of 2 (two)
lecturers with the minimal requirement having a functional position as an
instructor that comply with the expertise (for Examiner I) and validated by the
Dean's decision
While the thesis examination evaluation performed by the Supervisor I
(one) and 3 other examiners as well as Supervisor II (dua) as the following details:
1) The faculty member (Dean, Vice Dean I, or Vice Dean II) becomes a member
of the examiner team in the thesis exam.
2) Examiner team on proposal seminar.
3) The supervisor also acts as the examiner in the thesis exam.
b. Examiner Team Determination

The procedure of examiner team determination should be in accordance
with the following steps (SOP Number 014/UN.55.10/HK.06/2019):
1) The administrative staff makes the list of research proposal seminar participants.
2) The study program verifies the list of seminar participants and determines the
examiners. Then proposing the suggestion for examiner decree to the Dean
through the Head of Academic and Student Affairs.
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3) Head of Academic and Student Affairs makes the decree draft that will be
verified by Vice Dean I.
4) Vice Dean I checks the decree draft, then signs it if agreed to be validated by
the Dean. If not, return it to the Head of Academic and Student Affairs to be
reviewed.
5) The dean signs the decree for the examiners.
6) The Head of Academic and Student Affairs gives the decree to the Admin
Staff.
7) Admin Staff documents the decree and gives it to every examiner.
c. Changing the Examiner

The procedure in changing the thesis examiner as follows:
1) Changing examiner is only possible under the following conditions:
a) The assigned thesis examiner, assigned to study or participating in the
training.
b) The examiner is in serious illness and/or pass away.
c) The examiner who confirms to be absent on the exam/seminar schedule,
unless the student decides to change the exam/seminar schedule.
d) Examiner is on duty task or urgent activity that cannot be left which has the
same schedule with the student's exam/seminar.
2) Changing examiner can be done at the exam/seminar day only for point 1)b)
and d).
3) Under certain conditions, students can have an independent after-exam session
with the examiner through some agreement between the Head/Secretary of the
Session, Supervisor, and Examiner.
4) The changing of the examiner should be agreed by the Study Program
Coordinator and verified by the Dean.
5) If the Examiner I is happened to be changed, the Examiner II (who meet the
requirements to be Examiner I) can be appointed as Examiner I.
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6) The new examiner is on duty after agreed/assigned by Vice Dean I.
d. Examiner Team Assignment

The main task of the examiner team including:
1) Check the paper that will be examined.
2) Test the understanding level of the examined students on their work.
3) Test the level of knowledge of the students that examined the
content/knowledge in the examined document.
4) Asking various questions related to the content/knowledge in the
proposal/research finding that is examined.
5) Give suggestions and complete the student's work that is examined when the
examination is undergoing.
6) Give the score and final decision of the examination result and exam.
4. Research Instrument Validator

Research Instrument Validator could be the lecturer, expert, or even the
practitioner who is experienced in their field. The instrument validator should
meet the following requirements.
a. Validator who is the lecturer has an educational background and/or research
experience which is related to students' research theme/problems.
b. Validator who is expert or practitioner has the experience related to students'
research theme/problems.
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CHAPTER IV
THESIS WRITING PROCEDURES
The process of writing the thesis starts by proposing the thesis title and ends
when the thesis examination held. The detailed description of thesis writing can be
explained as follows.
A. Proposing Thesis Title

1. Proposing Thesis Title Administration
The paperwork that needs to be completed by the students to propose a
thesis title can be seen in Table 4.1.
Table 4.1. Administrative Requirement for Proposing Thesis Title
No Form Requirement
The Course Result Sheet (KHS) showing the mark of
1
the Research Methodology course.
2 A1 Problem Identification Sheet (Appendix 3a.1.)
3 A3 Title Proposing Sheet (Appendix 3a.3.)
2. Procedure for Proposing Thesis Title

After fulfilling the requirements, students can propose a thesis title under
the following procedure (SOP Number 011/UN.55.10/HK.06/2019):
a. Propose at least 3 thesis titles to the academic advisor by showing the Problem
Identification Sheet (Appendix 3a.1., Form A1).
b. The supervisor provides recommendations for the title that is going to be
researched by the students.
c. The study program staff then verifies the proposing title and the supervisor, if
agree, signs the Title Proposing Sheet (Appendix 3a.3., Form A3), if not agree,
then return it to the students to be discussed with the Academic Advisor.
d. The study program staff records the title and the name of the student's supervisor.
3. The Additional Provision for Proposing Thesis Title

The students should study at least 3 relevant journals from the last 10 years
for each proposing title.
16
B. Research Proposal Writing and Consultation Session
After the thesis title is agreed upon and the supervisors are determined,
students can start writing the research proposal with their supervisor.
1. The Paperwork for Research Proposal Writing and Consultation Session

The paperwork that needs to be completed by the students for research
proposal writing and consultation session can be seen in table 4.2.
Table 4.2. The List of Paperwork for Research Proposal Writing and
Consultation Session
No Form Requirement
1 The draft of the research proposal
2 B1 Thesis Monitoring Book (Appendix 4b.1)
Approval Sheet for Research Proposal Seminar
3 B2
(Appendix 4b.2.)
4 B3 Seminar Control Card (Appendix 4b.3)
*Applied for the 2016 Batch and after
2. The Procedure of Research Proposal Writing and Consultation Session

The procedure that should be followed for research proposal writing and
consultation session as follows (SOP Number 013/UN.55.10/HK.06/2019):
a. Submit the research proposal draft to the supervisors and fill out the Thesis
Monitoring Book (Appendix 4b.1, Form B1).
b. The supervisor checks the research proposal draft and signs the Thesis
Monitoring Book.
c. The student does the revision based on the suggestion from the supervisor.
d. The supervisor signs the Approval Sheet for Research Proposal Seminar
(Appendix 4b.2., Form B2) if the revision already made as instructed. If not
finish yet, return the draft of the proposal to the student to be revised.
e. Study Program Coordinator validates the Approval Sheet for Research
Proposal Seminar.
f. The student registers for the research proposal seminar.
17
3. Additional Provision for Research Proposal Writing and Consultation
Session
a. The draft of the research proposal given to the supervisor could be in softcopy
or hardcopy. The consultation session can be done through face to face
meetings as well as online meetings.
b. The student should at least have 3 consultation sessions for the research
proposal with every supervisor.
c. The student should enclose the research instrument draft during the
consultation session.
d. The supervisor should provide revision/suggestion for the research proposal
draft no later than 1 week after the proposal draft is accepted
C. Research Proposal Seminar

1. Research Proposal Seminar Registration
a. The Paperwork for Research Proposal Seminar Registration
proposal seminar registration can be seen in table 4.3.
Table 4.3. The List of Paperwork for Research Proposal Seminar Registration
No Form Requirement
1 A Copy of Course Selection Sheet (KRS)
2 A copy of the Course Result Sheet (KHS)
The Approval Sheet of Research Proposal
3 B2
Seminar (Appendix 4b.2.)
4 B3 A Copy of Seminar Control Card
5 A copy of Bank Account Details for Bidik Misi Scholarship
Awardee
A copy of the payment receipt for the research proposal
6
seminar for the 2013 batch.
b. The Procedure of Research Proposal Seminar Registration

The procedure that should be followed for research proposal seminar
registration as follows (SOP Number 015/UN.55.10/HK.06/2019):
1) Student registers on the research proposal seminar to the Administrative Staff.
2) Admin staff checks the research proposal seminar application by checking the
paperwork requirements. If all the requirements are fulfilled, making the list of
18
research proposal seminar participant candidate that will be submitted to the
study program, if it is not complete yet return it to the student to be completed.
3) The study program coordinator proposed a schedule for the research proposal
seminar to the Head of Administrative Affair.
4) The Head of Administrative Affair assigns admin staff to make the invitation
for the research proposal seminar.
5) The admin staff makes the research proposal seminar invitation and presents it
to the head of administrative affairs
6) The head of Administrative Affairs checks the draft of the research proposal
seminar invitation. If it is accepted then it will be forwarded to the Dean, if it
is not accepted then it will be forwarded to the Head of Education Affair to be
revised.
7) The Dean checks the draft of the student's research proposal seminar invitation.
If approved, the draft will be signed and given to the Head of Administrative, if
it is not approved then it will be returned to the Head of Administrative to be
revised.
8) The Head of Administrative will give the proposal seminar invitation to the
general function to be given a wet stamp and distributed to the students.
9) Administrative Staff distributed the research proposal seminar invitation to the
students.
10) Inform the supervisor and the examiner about the invitation and the research
proposal document.
11) The exam committee signs the Receipt of Seminar Invitation and Research
Proposal Document (Appendix 4c.1., Form C1).
12) The student submits the Receipt of Seminar Invitation and Research Proposal
Document to administrative staff.
13) The administrative staff prepares the Official Report and Research Proposal
Seminar Marking Sheet.
c. ADDITIONAL PROVISION
1) Students registered for a research proposal seminar should have experience of
being a commentator in a seminar.
19
2) The student should distribute the invitation and proposal document (with the
research instrument) no more than 3 days before the research proposal seminar.
3) If number 1) is not fulfilled, then the research proposal seminar will be rescheduled.
2. Research Proposal Seminar

a. The Paperwork for Research Proposal Seminar
The paperwork that needs to be completed by the students for the research
proposal seminar can be seen in table 4.4.
Table 4.4. The Paperwork List for Research Proposal Seminar
No Form Requirement
Receipt of Seminar Invitation and Research Proposal
1 C1
Document (Appendix 4c.1.)
2 C2 The Official Report of Research Proposal Seminar
(Appendix 4c.2.)
3 C3 The Attendance List of Research Proposal Seminar
(Appendix 4c.3.)
Suggestion/Correction Format For Research
4 C4
Proposal Seminar (Appendix 4c.4.)
The scoring format for the Research Proposal
5 C5
Seminar (Appendix 4c.5.)
Recapitulation of Score for Research Proposal
6 C6
Seminar (Appendix 4c.6.)
List of Final Score for Research Proposal Seminar
7 C7
(Appendix 4c.7.)
b. Research Proposal Seminar Procedure

The procedure of the research proposal seminar as follows (SOP Number
016/UN.55.10/HK.06/2019):
1) The head/secretary of the session opens the seminar and gives the Official
Report of Research Proposal Seminar (Appendix 4c.2., Form C2) to the
supervisor and examiner team. After that, directs the students to present his/her
proposal.
2) Student presents their research proposal under 20 minutes duration.
3) The examiner team asks questions and suggestions for the proposal.
4) The student responds to the related question/suggestion from the examiner and
completes the Suggestion/Correction Format For Research Proposal Seminar
(Appendix 4c.4.)
20
5) The supervisor and examiner team provides the score for the explanation and
description given by the student in the Marking Format for Research Proposal
Seminar (Appendix 4c.5., Form C5), sign the official report of the research
proposal seminar and give them back to the head of the session.
6) The head/secretary of the session validates the result of the seminar based on
the Recapitulation of Proposal Seminar Score (Appendix 4c.6., Form C6) as
well as completes the List of Final Score for Research Proposal Seminar
(Appendix 4c.7., Form C7), if the students declared passed, He/she signs the
official report of the seminar and gives it to the secretary; if the student is
failed, the head of the committee will report to the examiner to redo the
seminar.
7) Head/secretary the session gives the official report of the research proposal
seminar to admin staff to be processed and filed.
8) Admin staff files the official report of the research proposal seminar for the
students.
c. Additional Provision of Proposal Seminar

1) The research proposal seminar can only be held if it is attended by at least one
supervisor and two examiners. If only one supervisor is present, so the absent
supervisor will authorize the proposal seminar to the presented supervisor.
2) Research proposal seminars should be attended by at least 15 students who are
at last semester.
3) There is 1 special commentator from the student that assigned before by the
head/secretary of the session and already provided with the copy/summary of
the research proposal document.
4) The student should revise the proposal based on the suggestion/correction from
the examiner and supervisor under designated duration (maximum of 3
months) If under the designated duration the student does not revise, the
student should redo the proposal seminar.
5) The student pronounced failed in the seminar should have the consultation
session again with the supervisor to have the revision of proposal seminar
21
D. Conducting Research
1. The Paperwork for Conducting The Research
The paperwork that needs to be completed by the students for conducting
the research can be seen in table 4.5.
Table 4.5. List of the Paperwork for Conducting The Research
No Form Requirement
1 E1 Research Permit Letter (Appendix 4e.1)
Research Statement Letter (The
2
format followed the related
institution)
2. The Procedure for Conducting The Research

After conducting the document validation, the student does the research
under the following steps.
a. The student asks for the Research Permit Letter (Appendix 4e.1., FormE1) to
do the research from the Faculty by submitting the research proposal which is
already revised based on the research proposal seminar.
b. The student brings the Research Permit Letter to the candidate of the research
location and provides the files required by that research location candidate.
c. Conduct the research under the designated time duration.
d. File every stage of the research in the form of a picture, video recorder, or other
supporting documents.
e. After all the research processes completed, ask for the Research Statement
Letter from the research location.
E. Research Finding/Thesis Writing and Consultation Session

1. The Paperwork for Research Finding/Thesis Writing and Consultation Session
finding/thesis writing and consultation session can be seen in table 4.6.
Table 4.6. The List of Paperwork for Research Finding/Thesis Writing and
Consultation Session
No Form Requirement
1 Research finding draft
2 B1 Thesis Monitoring Book (Appendix 4b.1)
3 F1 Thesis Exam Approval Sheet (Appendix 4f.1.)
22
No Form Requirement
4 B3 Seminar Control Card (Appendix 4b.3)
*Applied for the 2016 Batch and after
2. The Procedure of Research Finding/Thesis Writing and Consultation Session

The procedure that should be followed for thesis/research writing as follows
(SOP Number 013/UN.55.10/HK.06/2019):
a. Submit the research proposal draft to the supervisors and fill out the Thesis
Monitoring Book (Appendix 4b.1, Form B1).
b. The supervisor checks the draft of the research
finding/thesis and signs the Thesis Monitoring Book
c. The student does the revision based on the suggestion from the supervisor.
d. The supervisor signs the Thesis Exam Approval Sheet (Appendix 4f.1., Form
F1) if it is already revised as the suggestion given. If not completed properly,
the draft of the proposal will be returned to the student to be revised.
e. The Study Program Coordinator will validate the Thesis Exam Approval Sheet.
f. Student registers for the thesis exam.
3. Additional Provision for Research Finding/Thesis Writing and Consultation Session

a. The draft of the research finding/thesis given to the supervisor could be in
softcopy or hardcopy. The consultation session can be done through face to
face meetings as well as online meetings.
b. The student should at least have 3 consultation sessions for the research
finding/thesis with every supervisor.
c. The supervisor should provide revision/suggestion for the research
finding/thesis draft no later than 1 week after the research finding/thesis draft
is accepted
F. Thesis Examination
1. GENERAL PROVISIONS
The general provision for the thesis exam as follows:
a. The thesis exam is the final exam for diploma/undergraduate study.
23
b. The thesis exam for undergraduate/diploma program conducted to measure the
student's capability in the comprehensive mastery of the knowledge and/or
become the main core of the final task/thesis that already marked and declared
satisfy the condition by the supervisor/marker committee.
c. Before having the thesis exam, the student should meet the following
conditions:
1) Has paid the SPP and other obligation on the semester in which he/she do
the exam.
2) Listed as the student in the ongoing semester and has the final task as the
selected course stated in the KRS.
3) For Undergraduate program already passed all the obligatory courses
(except the thesis) and optional course that is stated in the curriculum with
GPA no less than 2.75.
d. The thesis exam can only be conducted if it is attended by 80% or more of the
examiner team.
e. The thesis exam is conducted orally with any possibilities for the written exam.
f. The thesis exam is conducted after the research proposal approved by the supervisor.
g. Thesis examination marking organized by the Supervisor I (one) and 3 other
examiners as well as Supervisor II (dua).
2. Thesis Examination Registration

a. The Paperwork of Thesis Exam Registration
The paperwork that needs to be completed by the students for thesis
examination registration can be seen in Table 4.7.
Table 4.7. The list of paperwork for Thesis Exam Registration
No Form Requirement
1 F1 Thesis Exam Approval Sheet (Appendix 4h.2.)
2 Temporary Academic Transcript/KHS from the first to the last
semester
The Statement Letter of Course Completion from Study
3
Program Coordinator
The Dean's Decree about the Thesis Supervisor and The
5
Examiner
6 A copy of the latest Legalized Academic Certificate
7 The Statement Letter of Paid Tuition
24
No Form Requirement
8 Statement Letter of Library Clearance
*The files arranged in snelhecter folder and made in 2 (two) copies.
b. The Procedure of Thesis Exam Registration

The procedure that should be followed for thesis exam registration as
follows (SOP Number 015/UN.55.10/HK.06/2019):
1) The student registers for the thesis exam at the admin staff.
2) The admin staff checks the request for the thesis exam by considering the
paperwork completion. If the paperwork is completed, the proposed list for the
thesis exam participant will be forwarded to the study program, if not
completed yet, the paperwork will be returned to the student to be completed.
3) The Study Program Coordinator proposed a schedule for the thesis exam to the
Head of Administrative Affair.
4) The Head of Administrative Affair assigns admin staff to make the invitation
for the thesis exam.
5) The admin staff makes the thesis exam invitation and presents it to the head of
administrative affairs
6) The Head of Administrative Affair verifies the invitation draft for the thesis
exam. If it is accepted then it will be forwarded to the Dean, if it is not accepted
then it will be forwarded to the Head of Education Affair to be revised.
7) The Dean verifies the invitation draft for the thesis exam. If approved, the draft
will be signed and given to the Head of Administrative, if it is not approved
then it will be returned to the Head of Administrative to be revised.
8) The Head of Administrative will give the thesis exam invitation to the general
function to be given a wet stamp and distributed to the students.
9) The Admin staff distributes the invitation for the thesis exam to the students.
10) Inform the supervisor and the examiner about the invitation and the research
proposal document.
11) The thesis exam committee signs the receipt of the thesis exam invitation and
thesis document.
12) Students submit the receipt of the thesis exam invitation and thesis document
to the Admin Staff.
25
13) The administrative staff prepares the Official Report and Thesis Exam Marking Sheet.
c. Additional Provision for Thesis Examination Registration

1) The Thesis Exam only can be performed after the Thesis Exam
Recommendation Letter published by The Head of Academic and General
Bureau.
2) The student should distribute the invitation and thesis document no more than 3
days before the thesis exam.
3) If number 2) is not fulfilled, then the thesis exam will be rescheduled.
3. Thesis Examination
a. The Paperwork of Thesis Exam
The paperwork that needs to be completed by the students for the thesis
examination can be seen in Table 4.8.
Table 4.8. The list of paperwork for Thesis Exam
No Form Requirement
Receipt of Exam Invitation and Thesis Manuscript
1 F2
(Appendix 4f.2.)
2 F3 Official Report for Thesis Exam (Appendix 4f.3)
3 F4 Suggestion/Correction Format For Thesis Examination
(Appendix 4f.4.)
4 F5 Thesis Exam Marking Format (Appendix 4f.5.)
5 F6 Recapitulation of Score for Thesis Exam (Appendix 4f.6.)
6 F7 Recapitulation of Score for Final Thesis Score (Appendix
4x.7.)
b. The Procedure of Thesis Exam

The procedure of thesis exam as follows (SOP Number
017/UN.55.10/HK.06/2019).
1) The head of the session (Heads of Faculty) opens the thesis exam.
2) Giving the Official Report of Thesis Exam (Appendix 4f.3., Form F3) and
Thesis Exam Scoring Format (Appendix 4f.5, Form F5) to the examiner team.
3) The student presents their research finding.
4) The examiners ask questions to the students related to the written thesis.
5) The student gives an explanation and description regarding the examiner's
questions.
26
6) The examiner team provides the score for the explanation and description
delivered by the student. Signing the official report of the thesis exam and
giving it the head of the session.
7) The head of the session decides the result of the thesis exam based on the
Recapitulation of Score for Thesis Exam (Appendix 4f.6., Form F6), if the
students declared passed, He/she signs the official report of the seminar and
gives it to the secretary; if the student is failed, the head of the committee will
report to the examiner to redo the seminar.
8) The secretary of the session gives the Official Report of Thesis Exam to
General Function to be processed and filed.
9) Admin staff files the official report of the thesis exam.
c. Additional Provision for Thesis Examination

1) The thesis exam can only be undergone if it is attended by at least the head of
faculty, the head of the study program, one of the supervisors, and 2 examiners.
2) The students should revise the thesis based on the suggestion/correction from
the examiner and supervisor under designated duration (the maximum of 3
months) If under the designated duration the student does not revise, the
student should redo the thesis exam.
3) The student pronounced failed in the thesis exam should have the consultation
session again with the supervisor to have the revision of the thesis exam.
G. Judisium
1. Judisium Procedure
Judisium procedure as follows (SOP Number 018/UN.55.10/HK.06/ 2019).
a. The admin staff prepares the files, the official report of the thesis exam, and the
official report of judisium.
b. The committee recalculates the student's final GPA.
c. The admin staff makes the list of judisium participant and give it to the study
program coordinator.
27
d. The Head of Study Program accompanies the Head of Faculty reading the name of
judisium participants and gives the official report of the judisium to the Head of
Faculty.
e. The head of the Faculty does the judisium to the students accompanied by the Head of
Study Program. Sign the official report of judisium and give it to the Head of
Administrative Affair
f. The Administrative Officer gives the judisium official report to the Head of
Academic and Student Affairs.
g. Head of Academic and Student Affairs gives the judisium official report to General
Function.
h. Admin staff files the official report of judisium
2. Additional Provision for Judisium

a. The judisium is conducted after the student is declared passed by the exam
committee. The judisium is conducted by the Head of the Faculty and must be
attended by the Head of Study Program.
b. The judisium can be conducted right after the thesis exam if a) the thesis score
is A and requires no substantial correction or b) the study duration already at
the maximum level.
c. The judisium will be canceled if under the 3-month duration the student cannot
provide :
1) The thesis that validated by the supervisor and acknowledged by the Study
Program Coordinator in the required number set by the Head of Sub
Academic and Student Affairs, Supervisor, Library, and related parties in
the form of softcopy and hardcopy.
2) A scientific article approved by the supervisor to the Head of Academic
Student Affairs in the form of softcopy and hardcopy.
d. The judisium participant delegation taken from the student with the highest GPA
3. Judisium Agenda
The judisium agenda (can also be seen on the Appendix 4g.1 Form G1) as
follows:
1. Opening by MC.
2. Singing the National Anthem of Indonesia
3. Singing the Mars of Universitas Sulawesi Barat
28
4. Reciting the Pray
5. The reciting of Dean's Decree about the name of judisium participant by The
Head of Study Program.
6. The inauguration of the judisium participants by the Head of Faculty following
these steps:
1) MC asks all the judisium participants to stand up.
2) Recitation of the oath and promise by the judisium participants led by one
of the students' delegation and followed by all judisium participants. The
oath and promise manuscript can be seen in Appendix 4g.2. (Form G2).
3) The Head of Faculty inaugurates the judisium participants by firstly asking
for their willingness to be inaugurated. The inauguration manuscript for the
judisium participant can be seen in Appendix 4g.3.
4) The Head of Faculty signs the Official Judisium Process.
5) MC asks all the judisium participants to be seated.
7. Address and advice from the Head of Faculty.
8. Valedictory Speech by the judisium participant (student's delegation).
9. Group photos with all participants and Head of Faculty and The Head of Study
Program.
10. Closing
H. Scoring Aspects and Scale

1. Scoring Aspect and Scale for Research Proposal Seminar
The aspects being assessed in the research proposal seminar as follows:
a. Research idea
b. Theoretical review
c. Research method
d. Writing convention
e. Presentation skill
f. Content mastery
29
With the scoring scale presented in Table 4.9.
Table 4.9. Scoring Scale for Research Proposal Seminar
Range Score (letter)
85 ≤ NA ≤ 100 A
80 ≤ NA< 85 A-
75 ≤ FS < 80 B+
70 ≤ FS < 75 B
65 ≤ FS < 70 B-
50 ≤ FS < 65 C
40 ≤ FS < 50 D
< 40 E
Notes: C, D, and E are Failed
2. Scoring Aspect and Scale of Thesis Examination

The aspects being assessed in research finding seminar and thesis exam as
follows:
a. Theoretical review
b. Research method
c. The Discussion of Research finding
d. Writing convention
e. Presentation skill
f. Content mastery
With the scoring scale presented in Table 4.10.
Table 4.10. Scoring Scale of Thesis Examination
Range Score (letter)
85 ≤ NA ≤ 100 A
80 ≤ NA< 85 A-
75 ≤ FS < 80 B+
70 ≤ FS < 75 B
65 ≤ FS < 70 B-
50 ≤ FS < 65 C
40 ≤ FS < 50 D
< 40 E
30
I. Graduation Predicate
The predicate graduation as follows:
1. GPA 2.00 - 3.00, graduated with satisfactorily predicate.
2. GPA 3.01 - 3.50, graduated with a very satisfactorily predicate, with the
provision of the final exam score no less than B.
3. GPA 3.51 - 4.00 graduated with praise/cum laude predicate, with the provision
of the length of the study no more than 4 years and the thesis score is A.
31
CHAPTER V
WRITING FORMAT
a. Writing Format for Proposal

The writing format for the research proposal consists of the beginning, the
main part, and the ending. The beginning part consists of a title page, approval
page, and list of contents. The main part of the proposal will depend on the type of
research, while the ending of the proposal consists of the schedule for research
implementation planning and bibliography.
1. The Proposal Format for A Quantitative Research

According to Sugiyono (2017, p.8), quantitative research is "the research
method that based on the positivism philosophy, used to conduct research on
particular population or sample, the collection of data using research instrument,
quantitative and statistical data analysis, to test the assigned hypothesis. The
proposal format for quantitative research as follows:
TITLE PAGE APPROVAL
PAGE LIST OF CONTENTS
A. Background
B. Problem Identification
C. Problem Limitation and Formulation
D. Research Objective
E. Research Benefits
CHAPTER II LITERATURE REVIEW
A. Previous Related Studies
B. Theoritical Framework
C. Hypothesis (if any)
CHAPTER III RESEARCH METHOD
A. Research Type and Design
B. Research Schedule and Location
32
C. Population and Sample
D. Operational Definition of Variables
E. Research Procedure
F. Research Instrument
G. Data Analysis Technique
RESEARCH SCHEDULE
BIBLIOGRAPHY
2. The Proposal Format for Qualitative Research

According to Sugiyono (2018, p.9), qualitative research is the research
method based on post-positivism or interpretative principle, used to conduct
research under natural object condition, where the research is the key instrument,
data collection technique using triangulation (a combination of observation,
interview, and documentation), the data obtained mainly qualitative data, the data
analysis using inductive/qualitative way, and the research finding aims to
understand the meaning, to know the uniqueness, to construct phenomena, and to
find the hypothesis. The proposal format for qualitative research as follows:
TITLE PAGE APPROVAL
A. Background
C. Research Focus
A. Previous Related studies

C. Data Sources
33
D. Research Instrument
E. Data Validity Test Technique
F. Data Analysis Technique
RESEARCH SCHEDULE
BIBLIOGRAPHY
3. The Proposal Format for Classroom Action Research

According to Suyadi (2013, p.14), Classroom Action Research (PTK) is the
observation in the form of toward the learning activity intervention that is both
aimed and conducted in a classroom. The proposal format for classroom action
research as follows:
TITLE PAGE APPROVAL
A. Background
C. Research Focus
C. Action Hypothesis
C. Research Subject
D. Research Procedure
E. Research Instrument
G. Success Indicator
34
RESEARCH SCHEDULE
BIBLIOGRAPHY
APPENDIX
4. The Proposal Format for Research and Development

Research and Development (R&D) for Education is a process used to
develop and test the feasibility of Education products (Borg & Gall, 1989). The
finding of research dan development is not only for developing an existing
product but also for discovering new knowledge or for solving the practical
problem. According to Sugiyone (2019), research and development methods
(R&D) can be understood as the scientific method used for researching, designing,
producing, and testing the feasibility of the product produced. Based on that
understanding, the research and development activities can be shortened into 4P
(Research, Design, Produce, and Test). To produce a certain product, the research
method used needs analysis (using survey and qualitative method) and for testing
the effectiveness of the product so it could be benefited for the wide community,
thus this research is needed (using experimental research method).
The proposal format for research and development as follows:
TITLE PAGE APPROVAL
A. Background
C. Research Problem
F. Expected Product Specification
35
B. Theoritical Framework (if any)
A. Type and Model of Development
C. Research Subject
RESEARCH SCHEDULE
BIBLIOGRAPHY
5. The Proposal Format for Mixed-Method Research

According to Sugiyono (2011, p.404), a mixed-method research method is a
research method that combines the qualitative and quantitative methods and used
both of them concurrently in research activity to obtain more comprehensive,
valid, reliable, and objective data. Based on the explanation, mixed-method
research is the research method using two methods that are quantitative and
qualitative research used concurrently in research activity. To obtain more
complete and comprehensive research.
This book will explain two types of mixed methods namely Sequential Explanatory
and Sequential Exploratory.
1. Sequential Explanatory (Quantitative - Qualitative)
Sequential Explanatory Research Design is identified by the quantitative
data collection and analysis conducted at the first phase, and followed by the
qualitative data collection and analysis in the second phase, in order to strengthen
the finding of quantitative research at the first phase (Sugiyono, 2011, p.409). In
other words, this research method is implemented by collecting and analyzing
quantitative data in the first phase, then conducting the collection and analysis of
qualitative data
36
in the second phase, then analyze the entire data and take the conclusion
from it.
QUAN + QUAL
2. Sequential Exploratory (qualitative-quantitative)
In Sequential Exploratory, for the first phase, the researcher collects as well
as analyzes the qualitative data, then in the second phase, he/she collect the
quantitative data based on the result of the first phase. This strategy will weigh
heavily on qualitative data. This is the exploratory sequential design.
QUAL + QUAN
The proposal format for mixed-method research as follows:
TITLE PAGE APPROVAL
A. Background
C. Research Problem (Sequential Explanatory) or Research Focus
(Sequential Exploratory)
C. Research Hypothesis
C. Data Sources
37
F. Data Validity Test Technique
RESEARCH SCHEDULE
BIBLIOGRAPHY
b. Writing Format for Thesis

The writing format for the thesis consists of the beginning, the main part,
and the ending. Every research method has different main parts but it has
similarities in the beginning and the ending. Therefore, this guideline will start to
explain the beginning part first for those five methods (quantitative, qualitative,
classroom action, development, and mixed-method), then will be followed by the
detailed points in the main part for each method and finally, the ending part of the
thesis will the last part explained.
1. The Beginning Part of the Thesis

a. Format
The components including in this beginning part of the thesis and the
writing format are as follows:
OUTER COVER TITLE
PAGE APPROVAL PAGE
THESIS ORIGINALITY PAGE
PUBLICATION APPROVAL PAGE
MOTTO (if any)
ABSTRAK
ABSTRACT
PREFACE
TABLE OF
CONTENTS
LIST OF TABLE (if any)
38
LIST OF FIGURE (if any)
LIST OF SYMBOL & ACRONYM (if any)
LIST OF APPENDIXES
b. Description
1) Outer Cover
The thesis cover is made of cardboard (hardcover) in the beige color of
FTTE and all letters on the cover are in black. The Example of format and size of
the font for the thesis cover can be seen in Appendix 5.1. while the proposal cover
can be seen in Appendix 5.2.
2) Title Page
The title page of the thesis includes the title, Universitas Sulawesi Barat
standard logo, student's name, ID, institution name, and year. All font on the cover
page should be printed in 12-16 point sizes. The font composition and layout of
every component are arranged symmetrically, neat, and balance. However, the
new line of the title should consider the group of words (meaningful phrase) that
will be put in the new line. The Example of title page can be seen in Appendix 5.3
3) Approval Page
This is only required for having a proposal seminar and thesis exam. The
final thesis will not include this. This page proves the approval from both advisors
on the proposal/thesis document that is ready to be examined. The approval page
format can be seen in Appendix 4b.2 and 4.f.1
4) Approval Page
The approval is given after the student corrects the thesis based on the
suggestion and input given by the examiner on the exam day. The Example of
approval page can be seen in Appendix 5.4
5) Thesis Originality Page

The originality page validated by six thousand stamps and signed by the
students confirms that the thesis written is
39
the original work that free of plagiarism. Also, it includes the statement of
confirmation that all references or citations have been acknowledged in the
reference list. The Example of thesis originality page can be seen in Appendix 5.5,
6) Publication Approval Page

This page shows the student's statement that Universitas Sulawesi Barat has
been given the approval to save, convert to other media/format, maintain, and
publish the thesis for academic purposes. In other words, Universitas Sulawesi
Barat is eligible to publish the thesis only for knowledge development, while the
copyright remains owned by the writer. The Example of the publication approval
page can be seen in Appendix 5.6.
7) Motto
This page shows the writer/researcher's motto. Motto expresses the self-
made positive motivation or citation of motivation sentences from a figure (the
figure should be acknowledged under the motto). The Example of Motto page can
be seen in Appendix 5.7.
8) Abstract
The abstract is a brief and comprehensive description of the thesis contents.
The abstract encompasses the title, writer, research objectives, method, finding,
conclusion, and suggestion. The abstract is written in Indonesian and English as
well as been consulted with the Language Centre of Universitas Sulawesi Barat.
The typing format should be in a single space in one paragraph. The length of the
abstract should not exceed 250 words. At the top, the word ABSTRACT
(ABSTRAK) for Indonesian is typed using the uppercase font and center alignment
without a full stop. The Example of abstract in Indonesian can be seen in
Appendix 5.8. while the abstract in English can be seen in Appendix 5.9.
9) Preface
The preface contains the general description of the comprehensive research
topic and acknowledgment to people, foundation, organization, and
40
other parties who have contributed in the preparation, application, and
completeness of thesis writing. The preface should be 2 pages length. At the end
of the text (in the bottom-right corner) is written the word Writer or Researcher
without the name. The Example of the preface can be seen in Appendix 5.10.
10) Table of Contents

In the table of contents can be seen the chapter title, subchapter title, and
sub-subchapter (if any) accompanied by the page number indicating its location in
the document. All the chapter title is written in a capitalized letter. For the
subchapter title and sub subchapter, only the first letter of every word is typed in
capital letter, except for the preposition and conjunction (preposition and
conjunction). At the top of the text, the LIST OF CONTENTS is typed using the
uppercase font and center alignment without a full stop. The word Page is typed in
1.5 space under the word LIST OF CONTENTS and placed in the right corner.
The example of the list of contents page can be seen in Appendix 5.11.
11) List of Tables

In the list of tables, the table number and the page number indicating its
location in the document. The table title should be spelled exactly in the same
spelling of the table title in the text. The title of the table that needs more than one
line should be typed in single space. Between each table title, space should be 1.5.
Only the first letter of every word on table title should be capitalized, except for
preposition and conjunction. At the top of the text, the LIST OF TABLE is typed
using the uppercase font and center alignment without a full stop. The word Page
is typed in 1.5 space under the word LIST OF TABLE and placed in the right
corner. The example of the list of table can be seen in Appendix 5.12.
12) List of Figures

The list of figures page will show the number of figures, the title of the
figure, and the page number indicating its location in the document. The title of
the figure that needs more than one line should be typed in a single space format.
Between each figure title, space should be 1.5. Only the first letter of every word
on appendix title should be capitalized, except for preposition and conjunction.
At the top, the LIST OF FIGURE is typed
41
by using uppercase fonts and place center, bold, and without full stop. The word
Page is typed in double space under the word LIST OF FIGURES and placed in
the right corner. The example of the list of figures can be seen in Appendix 5.13.
13) LIST OF APPENDIXES

The list of appendixes includes the appendix number, title, and page number
indicating its location in the document. The title of the appendix that needs more
than one line should be typed in single space. Between each appendix title, space
should be 1.5. Only the first letter of every word on appendix title should be
capitalized, except for preposition. At the top of the text, it should be typed LIST
OF APPENDIXES with a capital letter placed center alignment without full stop.
The word Page is typed in double space under the word LIST OF APPENDIXES
and placed in the right corner The example of the list of appendixes page can be
seen in Appendix 5.14.
2. The Body of Quantitative Research Thesis

a. Format
A. Background
C. Problem Limitation and Formulation
C. Hypothesis (if any)
C. Population and Sample
D. Operational Definition of Variables
42
E. Research Procedure
F. Research Instrument
CHAPTER IV FINDING AND DISCUSSION
A. Research Finding
1. Data Description
2. Prerequisite Testing Result
3. Hypothesis Testing Result
B. Discussion
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion
B. Suggestion
b. Description
1) Background
This part reviews background of the research conducted. The topic or issues
discussed in the research should be explained scientifically based on the real
development of the situation and condition in the field. The researcher needs to
elaborate on the reasons why the research is important to be done, thus the
researcher should explain (1) the gap between expectation and reality, both the
theory and practice which support the research problem or (2) the field's need. The
researcher needs to describe/identify the problem that is researched, limit, and
analyze the problem, explain the alternative solution, and find the best alternatives
to solve the problem. To support the alternative problem solving, the researcher
needs to describe briefly the theories that support them along with the relevant
research findings.
2) Problem Identification
Based on the explanation of the problem background, the problem appears
could be identified. The problems are the gap between the expectation and reality.
Example: "The main test form, nowadays, in marking process is multiple choices,
43
but the multiple choices cannot measure the high order skills of the learners".
3) Problem Limitation and Formulation

The problem limitation is the scope of the problem or the effort to limit the
scope of the broader or wider problem in order to make the research more
focused. This is prevention for a misleading discussion that is too broad and
irrelevant so the research can be more focused on its implementation. From those
problems, one or two problems are chosen to be questioned, which obviously will
be researched (Commonly known as problem limitation). Thus, problem
limitation is the process of choosing one or two problems from some already
identified.
The problem formulation can be a statement or question arranged based on
the research background and formulated briefly and clearly. Justification of the
problem should be done first before continue to the next research questions.
4) Research Objective
The research objective is written based on the problem formulation to state
the objectives of the research.
5) Research Benefits
The research benefit is described in some aspects namely: (1) theoretical
benefits (describing the research contribution to the scientific field), and
(2) practical benefits (describing the practical contribution of the research for the
researcher itself as well as the user of the research finding).
6) Previous Related Studies

The Previous related study is not only a list of theories but it should be
the critical analysis of the researcher toward one or more theories related to
the problems being researched. The resources that can be utilized for literature
reviews, such as scientific journal, book, thesis, dissertation, undergraduate thesis,
research report, paper, discussion result, and seminar, along with official
publication from the government and non-government from trusted sources
44
7) Theoritical Framework
Theoritical Framework can be displayed in the form of a written description
and/or in the form of a flow chart based on the theoretical review that is guided in
the hypothesis formulation. The framework reveals empirical facts to support the
formulated hypothesis. Theoritical Framework is not a summary of the
research background. The framework should be able to explain the argument
logically between variable relationships that will be researched based on the
proposed theories. Theoretically, there must be an explanation between dependent
variables and independent variables. If there are other variables such as moderator
and intervening variable, there must be an explanation of why those variables
involve in the research. It means the researcher should be able to connect the
dependent and independent variables. The Theoritical Framework becomes a
reference to formulate the research hypothesis. The example of the Theoritical
Framework can be read in appendix 5.15.
8) Hypothesis
The hypothesis is the temporary answer to the formulated research
problems based on the review of theories and still needs to be tested the truth
through empirical facts. According to Sugiyono. Example: (Ho) There is no
significant effect of using mind mapping toward the intensive reading skill of
students at grade VII of Junior High School in Majene
9) Research Type and Design

The research design explains the relationship between variables that are
going to be researched. The research design is used to explain the type of research,
especially for experimental research. In experimental research, the research design
chosen is the one that allows the researcher to control the other variables that are
expected to affect the dependent variable.
10) Research Schedule and Location

According to Sugiyono (2018), there is no simple way to decide how long
the research could be. However, the duration of the research will depend on the
existence of data source and the research objectives that is a minimum of 6
months starting from title and proposal discussion as well as the writing of the
findings. That is
45
also depends on the research scope, and how the researcher manages the time that
they use. Meanwhile, the research location is stated clearly.
11) Population and Sample

According to Arikunto (2006, p. 130) "population is all the objects of the
research". For example, the population in research A is year XI students of SMAN
3 Majene consisting of 165 students. According to Sugiyono (2008, p. 118)
"sample is part of the total number and the characteristic possessed by that
population. In research A, the samples are taken from those 165 students.
12) Operational Definition of Variables

The operational definition of research variables according to Sugiyono
(2015, p. 38) is an attribute or behavior or value of the objects or activities that
have certain variations been decided by the researcher to be studied and
concluded. The definition of a research variable should be formulated to prevent
problems in collecting the data. Besides that, the types of data should also be
explained in this part.
13) Research Procedure

In the procedure, the research implementation is explained from preliminary
research, instrument development, data collection, to the writing of the report. The
research procedure is explained in the form of narration and flow chart (scheme).
The research procedure is explained as follows:
a) Conceptual stage (formulating and identifying the problem, reviewing the
relevant literature, defining the theoretical framework, formulating
hypothesis).
b) Designing and Planning Phase (deciding the research design, identifying the
researched population, specifying the method to measure the research
variable, designing a sampling plan, ending and reviewing the research plan,
conducting the research, and undergoing the revision).
c) Creating instruments and collecting research data.
d) Empirical Phase (collecting data, preparing the data for analysis) collecting
research data that has been conducted in the field.
46
e) Analytical Phase (analyzing the data dan calculating the finding of research
data), managing and analyzing the research finding data. The data obtained
from the field then processed and analyzed to get some conclusions such as
the conclusion of research hypothesis testing.
f) Dissemination phase, designing the research finding. In this stage, to make
sure the research finding can be read, understood, and known by the readers
so the research finding should be arranged as the conclusion of the research
finding.
14) Research Instrument

This part will explain the technique/method in obtaining the data as well as
the instrument of measurement used to collect the data of all research variables
(dependent and independent variables). If the instrument is self-made, the
procedure/steps in making it should be explained. If the creation of measurement
tools needs statistical tests (such as validity and reliability test), the result should
be attached (the statistical calculation should be put in the appendixes). This is to
reassure that the measurement tools used for collecting the data are usable (valid)
to collect the research data. The result of instrument development and preliminary
test (if any), should be attached at the beginning of chapter IV before data
description.
15) Data Analysis Technique

In data analysis, the analysis technique is described in order to process the
data obtained. The data analysis technique is closely related to the research design
and the proposed hypothesis. In this part, calculation formula or statistical formula
used for testing requirement analysis and testing the hypothesis or analyzing the
data should be stated (can be written in the appendix).
16) Data Description

In data description, the result of data processing is shown for every variable
with descriptive statistics such as frequency distribution, mean score, standard
deviation, and others. The frequency distribution can be
47
described in the form of table and figure (bar, line, or pie chart) The details of the
data for every sample shown in the appendixes.
17) Analysis of Prerequisite Testing

Data analysis in quantitative research usually uses inferential statistical
analysis. Thus, the data to be analyzed should be tested first (analysis prerequisite
testing) This can be done in two ways. First, without statistical analysis, using the
assumption test which means the data do not require any test using the statistical
technique because the data theoretically considered meeting the requirements for
analysis. Second, by using a statistical test which is divided into two, namely (1)
for comparative research the prerequisite testing includes the normality and
homogeneity test, and (2) for correlation research at least it conveys the normality
and linearity test.
18) Hypothesis Testing

Hypothesis testing is the way to identify whether the statement on
hypothesis formulation (working hypothesis) is accepted or not. The working
hypothesis is accepted if the empirical data support the statements. Conversely,
the working hypothesis is denied if the empirical data do not support the
statement. In testing every hypothesis, the following steps should be followed:
a) Testing the result of data analysis

Empirical data analysis in hypothesis testing of quantitative research is
based on inductive reasoning. It means the result of data analysis on the member
of the sample is used to make a conclusion that overgeneralized to all members of
the population.
The number of data analyses is performed based on the number of
hypotheses formulated. The data analysis result that has been reported is only the
coefficient of calculation result, while the example of a detailed calculation
process written in the appendixes. The coefficient of the calculation result is
interpreted verbally.
48
b) The discussion of the data analysis result
Based on the testing, the data analysis result is discussed with scientific
language under the specific study that researched based on the reviewed concept.
19) Conclusion
The conclusion is the primary findings that show the significant finding on
research findings written in the brief, concise, and clear description (in every
paragraph), points, or details under the research objectives.
20) Suggestion
Suggestions made based on the research finding obtained and the
implication of it. The suggestion should provide the solution for the problems
researched or the further action of the research finding. A good suggestion should
be operational that is specific and applicable. The specific suggestion is the one
that mentioned the parties addressed, such as the librarian of SMP in Majene,
while the less specific one such as government. The applicative suggestion means
it should be clear how to implement the suggestions so the people who want to
implement them do not encounter any problems. For example: Since mind
mapping increase the students' understanding of the reading material, the teacher
should train the students more often to make mind mapping in the pre-reading
activity.
3. The Body of Qualitative Research Thesis

a. Format
A. Background
C. Research Focus
CHAPTER II LITERATURE

REVIEW CHAPTER III

RESEARCH METHOD
49
C. Data Sources
D. Research Instrument
E. Data Validity Test Technique
A. Research Finding
B. Discussion
A. Conclusion
B. Suggestion
b. Description
1) Background
This part reviews background of the research conducted. The topic or issue
concerned in the research should be described scientifically based on the factual
condition and situation in the field. The researcher should elaborate on the
urgency for conducting the research, thus the researcher needs to describe (1) the
existed gap between expectation and reality that is the background for the research
problem, both theoretically and practically, or (2) the demands in the field. The
researcher should explain/identify the problems being researched, limit, and
analyze the problems, describe the alternative method to solve them and decide
the alternative of an effective solution. To support the alternative problem
solving, the researcher needs to describe briefly the theories that support them
along with the relevant research findings.
Problem identification concept is the process and the introduction result of
problems or problems inventory. In other words, problem identification is one of
the research processes that are quite important among others. The research
problem will determine
50
the quality of the research and even that will decide whether an activity can be
categorized as research or not. The research problem generally can be found
through literature review or by using field observation (observation, survey), and
so on.
The research problem can be defined as the statements questioning a
variable or relationship between one or more variables in a phenomenon. While
the variable itself can be defined as the concept that conveys a wide variety of
value, making a difference from one and others. In a study that employs deductive
thinking, it is common to show the definition of an operational variable, and in
qualitative research, this variable is usually called a concept, for example,
conceptual definition.
According to Sumadi (2009, pp.13.-15), some aspects can be the source of
problems such as:
a) Reading. Reading sources can the scientific journal articles that are from the
research finding reports that can be used as the source of the problem, since a
good research report will show the recommendation for further research related
to its research theme. Research sometimes cannot solve all identified problems
because of the limitation in terms of the researcher and the scope of the
research. This leads to further research that will discuss unsolved problems.
Besides scientific journal articles, another general reading material can become
the problem source such as reading books especially the ones that describe the
life phenomena in the science and technology field or the readings published in
print media.
b) Scientific Meeting. Research problems can be obtained through scientific
meetings, such as seminars, national conferences, international conferences,
workshops, symposiums, and others. Through the scientific meeting, the
problems that need to be solved by conducting the research could be identified.
51
c) Decision Maker Statements (Authorities) The decision-makers has the power
or authority that tends to be a public figure that is obeyed by the people under
their power. A statement from this authority can be a source of the problem.
The authority in this term can be both including formal aspects and non-formal
aspects.
d) Observation. The observation that is conducted by a researcher both for the
planned or unplanned, both short-term and long-term duration, structured or
unstructured, all could produce a problem. For example, An educator found a
problem by seeing (observing) the attitude and behavior of his students in the
learning and teaching process.
e) Interview and Survey. By interviewing the people in the community regarding
the factual condition in the field, the problem facing them can be identified.
That is also true for distributing surveys to the community. It could reveal the
real problem faced by the community. These activities usually conducted as a
preliminary study to consult the existing problems in the field and also to
assure the problems are happening in the community.
f) Experiences. The experience can become the best teacher. However, not all
experiences possessed by the someone (researcher) is always positive,
sometimes it is the other way around. The experience that is acquired by
independently or by others (group), can be the source of a problem that can be
solved through research.
g) Intuition. Intuitively, humans can produce a problem. The problem comes into
the human mind at an unpredictable time.
3) Research Focus
The research focus is also known as concentration of the research
objectives. The research focus should be stated explicitly to help the researcher in
conducting the observation. The research focus also
52
becomes the guideline for research observation, so that the observation and the
analysis of the finding will be more focused.
The research benefit is described in some aspects namely: (1)theoretical

The Previous related study is not only a list of theories but it should be
the critical analysis of the researcher toward one or more theories related to
the problems being researched. The resources that can be utilized for literature
reviews, such as scientific journal, book, thesis, dissertation, undergraduate thesis,
research report, paper, discussion result, and seminar, along with official
publication from the government and non-government from trusted sources
53
logically between variable relationships that will be researched based on the
reference to formulate the research hypothesis. The example of the Theoritical
Framework can be read in appendix 5.15.

This part should explain clearly that the research type used is the
paradigm/quantitative research. The research design employed will be explained
afterward, such as case study, historical, content analysis, or literature psychology
and providing the research design characteristics.
54
the research could be. However, the duration of the research will depend on the
existence of data source and the research objectives that is a minimum of 6
months starting from title and proposal discussion as well as the writing of the
findings. It also depends on the research scope, and how the researcher manages
the time that they will use. Meanwhile, the research location is stated clearly.
10) Data Sources

This part will explain the type and source of data with a sufficient definition.
Source of data in qualitative research can be obtained from (1) informant,
(2) location, and accident, and (3) archives or documents related to the research
problem. In this case, it should elaborate on the data collected, the characteristics,
the informants, the informant's characteristics, and the method used to obtained
the data to guarantee the credibilities.

In qualitative research, the data could be obtained through (1) deep
interview, (2) observation, and (3) archive and document analysis.
12) Data Validity Test Technique

The data validity could be used as proof that the conducted research is truly
scientific research as well as to the test the data collected. The data validity test in
qualitative research including credibility, transferability, dependability, dan
confirmability tests (Sugiyono, 2007, p. 270). The data validity test covers the
credibility test (internal validity). dependability test (reliability), transferability
test (external validity/generalization), and confirmability test (objectivity).
In qualitative research, there are two techniques, namely:
a) Credibility. The data credibility as proof that the data collected in the real data
in the field. There are some techniques in order to achieve the credibility, that
is the technique of observation extension,
55
being more diligent in conducting the research, triangulation, discussing with
the colleague, and member check.
b) Triangulation. Triangulation is the validity test for checking the data by using
many sources as a comparison to the data. After that, the cross-check is
implemented so that the finding becomes accountable. In this research, the
researcher uses two triangulations, namely data source triangulation and
method triangulation. To achieve the credibility standard of the research
finding, at least it should use source triangulation and method triangulation.
c) Observation extension. By extending the observation duration, the researcher
can go back to the field, do the observation, have the interview with the same
informants or the new ones. By extending the observation duration, the
relationship between the researcher and the sources will form the rapport, be
more friendly (no more distance), more open, trust each other that let them tell
the truth. In this extending observation, the researcher undergoes deep
investigation to provide more concrete and valid data. The researcher goes to
the research location even though the researcher has obtained enough data to be
analyzed, even when having the data analysis, the researcher could do the
crosscheck in the research location.
d) Peer Review. Peer review discusses the technique used by exposing the
temporary result or final result obtained in the form of analytical discussion
with the colleagues. From the information obtained, it is expecting a different
idea that will reassure the research finding.
e) Dependability. This criterion is used to maintain
the quality by avoiding the possible mistakes in obtaining and interpreting the
data that can be scientifically accounted for by the researcher. The mistakes
always exist as human beings especially the researcher due to the limited
experience, time, and knowledge. To decide whether the research process can
be accounted for the dependability audit by the independent auditor by the
supervisor.
56
f) Confirmability. This criterion is used to evaluate the research finding by
checking the data and information as well as interpreting the research finding
supported by the material in audit tracing.

In qualitative research, data analysis can be during and after data collection
by various techniques. Some of the analysis technique in qualitative research such
as (1) interactive analysis, (2) flowing analyzing,
(3) domain analysis, (4) taxonomy analysis, (5) componential analysis, and
(5) theme analysis.
14) Research Finding

The research finding includes research location presentation (if needed),
data, and obtained findings. The data description should be relevant to the
research questions. The data analysis that is the findings of the research is
presented in the form of a pattern, theme, and the tendency of the data. Besides,
the findings can be a category, classification system, and typology related to the
research question.
15) Conclusion and Suggestion

The conclusion answers the research question and the research findings. The
suggestion provides the practical proposal as further action regarding the finding
research The suggestion should be specific (to whom it is addressed) and be
applicable (how to do it)
4. The Body of Classroom Action Research Thesis

a. Format
A. Background
C. Research Focus
57
C. Action Hypothesis
C. Research Subject
G. Success Indicator
A. Research Finding
B. Discussion
A. Conclusion
B. Suggestion
b. Description
1) Background
In the background of the problems, it should be covered at least:
a) The real problem encounters by the teacher and/or students with relevant
supporting data, for example, the percentage of not actively involving students
and those who do not achieve the learning outcome standard. This part should
be presented based on the learning situation, including the procedure (learning
procedure) applied by the teacher.
b) Analyze the problem to decide the source of the problems.
c) Identify the problems to solve them under the relevant problem sources as well
as logical argumentation for those actions, such as: because of its suitability
with student's characteristics or class situation, the updated method, the success
of this action on the identical research.
d) Appropriate explanation about the actions that will be applied with the
literature support.
58
2) Research Focus
The research problem is presented in the research problem formulation of
the action research by using question words (what or how) that is relevant to the
title. For example: How to apply the jigsaw cooperative method in improving the
short story reading interest of VIII C students at SMPN 4 Majene?
To understand the problem easily, the operational definition of the learning
problem and the action should be assigned.
The research objective should be formulated briefly and concisely based on
the problems and the solutions offered. For example: To describe how to apply
the jigsaw cooperative method that could improve the short story reading interest
of VIII C students at SMPN 4 Majene
The benefit of the research finding especially for the quality improvement or
learning/instructional finding is described clearly. It should include the benefits
for the students, teachers, and school.

The theoretical and empirical review (previous relevant research) at least
including the problem variable and the action. This review used as the basis of a
conceptual framework that shows the interconnection of problem, theory, relevant
research finding, and the chosen action. The conceptual framework could be
presented in argumentative description and also a chart or diagram. The action
hypothesis should be presented if needed.
The literature review for the research findings should not be presented
separated from the theoretical review in the different chapters. This review is
suggested as the guideline for the researcher to implement innovative action in the
instructional process, including marking method and instructional procedure with
the chosen innovative action.
59
logically in between variable relationships that will be researched based on the
involve in the research. It means the researcher should be able to relate the
reference to formulate the research hypothesis.
7) Action Hypothesis
The hypothesis is the temporary answer to the research question. The
hypothesis is formulated based on the theories reviewed using an appropriate
conceptual framework. The hypothesis is presented in a statement sentence. For
example; The hypothesis in research A is picture cards can improve the English
vocabulary mastery of year II students at SD Muhammadiyah Purwodiningratan 2
Yogyakarta.

In this part, the researcher needs to explain that the research method used is
a mixed method of quantitative and qualitative and also provides a brief
explanation of why choosing that paradigm. The researcher also needs to explain
the research design characteristic used, namely classroom action research and the
number of cycles done.

Research location states clearly the location of the school, it includes the
direction and distance from city center/regency, for example, SMP Negeri 4
Majene is located ± 2 km from FTTE Universitas Sulawesi Barat. Besides, it is
required to write the facilities
60
of the school used for the research, such as the library/laboratory condition. The
time and duration of conducting the action research should be clearly stated. The
number of the designated circle should be based on the problem complexity to be
solved and the available time (the agreement between the teacher or the school),
but no less than 2 cycles. The one cycle action is not identical to one meeting or
one session of face to face teaching, but it can be more than one.
10) Research Subject

The research subject is the students who become the target of the
implementation of the action, in this case including all of the students in the class.
In this part, it is required to explain the students' characteristics related to the
research problem. For example, The subject of this research is Year VIII C
students of SMP Negeri 4 Majene whose majority of the family are the fisherman.
Therefore, the time to study at home, including reading literary work, is quite low
since they should help their parents working in the rice field.

The procedure/steps for classroom action research are described in detail
covering the planning, implementation of the action, observation, the reflection of
every cycle.
a) The planning describes in detailed the required things before the
implementation of the action, such as:
(1) arranging the instructional devices, namely Lesson Plan
(2) providing the media, tools, and equipment
(3) for developing the evaluation instrument.
b) The implementation of the action including the action stages conducted by the
teacher and students based the clear and detailed instructional strategies
(relevant to the actions).
c) The observation and interpretation consist of the explanation regarding the
observed object (such as students' group participation in creating semantic
maps) and the observation methods.
d) The analysis and reflection stages will explain the assessment method used to
identify the weakness result of the action, identify the causes,
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as well as design improved actions. In the reflection stage, the explanation will
be the procedure, tools, actor, source of information, and how to analyze them.

This part will explain the technique or methods used for collecting the data.
The technique used should be relevant with the type and source of the data,
namely (1) deep interview to obtain data from the informant,
(2) observation used to obtain the data from sources, such as place, accident, or
the actor, and (3) document analysis to obtain the data from the archive and
document.

The data from action research can be quantitative and qualitative. The
quantitative data is analyzed by using statistical techniques namely descriptive
comparative which compares the result of the statistical operation of descriptive
statistics, such as mean, median, frequency, or percentage of one cycle and the
others. The qualitative data is analyzed by the critical analysis technique, which
identifies the weakness and strengths of the students' and teacher performances
during the implementation of the action research. The analysis results become the
components for improving the implementation of action in the following cycle.
14) Success Indicator

The research indicator is one of the provisions used to identify the success
rate from classroom action activity in improving students' understanding. There
two types of research indicators, namely the implementation of the teaching
scenarios and student's learning results.

In this part, the researcher describes the result of the action in each cycle
with the comprehensive data containing the explanation of the success and
drawbacks aspects happening. It is also required to add the basic component such
as the description of students behavior, classroom environment, and learning
result. Graphs, table, or photo can be used to optimize the presentation of the data
analysis showing the changes happened.
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16) Researcher's role in CAR
Conducting CAR is showing the researcher interests toward the happening
problems in the learning process and their role as the researcher together with the
teacher In this case, the researcher acts as the collaborator. The researcher and
teacher commit to solving the problem, identify the cause, and collaboratively try
to identify the action needed. In other words, the student and teacher decide the
innovative actions dan formulate the lesson plans. Then, the teacher implements
the action, while the student does the observation After that, the student and the
teacher reflect on the action result. Based on the reflection result, the student and
teacher make the next action plan.
a) Planning the Action

Based on the agreement of the initial data and combined with the available
resources, the researcher and teacher plan the action. The action plan should
be equipped with the statement of improvement indicators that will be achieved.
For example, the indicator for improving reading motivation is the improvement
in the number/percentage of students who are paying attention to the text.
b) Implementing the Action

The action in this case is the specific treatment in the learning process
already set and must be implemented by the teacher. The action should be based
on the action planned, although it could be not completely aligned with the plan,
considering the uniqueness of the learning process in the class. Thus, the teacher
can be flexible and ready to change the action planned based on the ongoing
situation when teaching. All the changes/adaptations that happened should be
noted to be reported later.
c) Observing the Action

The observer of the action is the researcher (can be helped by other
teachers). The observation is conducted in order to document the effect of the
action toward the learning process and the things to be observed are (1) action
process,
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(2) action effect, (3) problem in implementing the action, (4) identify the cause of
the problem, and (5) other problems appeared.
d) Reflecting the Action

The reflection is remembering and contemplating one action based on the
observation notes. In having a reflection, the researcher has a discussion with the
teacher to reconstruct the meaning of the learning process and providing the basis
for improvement in the next action plan. The reflection has the evaluative aspect
that the researcher and teacher should assess the implementation of the action by
comparing the achieved result to the indicator set, evaluate the parts needed for
improvement, and identify the solution for that parts to be implemented in the next
cycle. In other words, in this reflection researcher and teacher have a discussion
on (1) learner and teacher performance during the learning process,
(2) problems faced in implementing the action in the class, and (3) the possible
action to be implemented in the next cycle so the objective regarding the
improvement can be achieved.
5. The Body of Research and Development Thesis

a. Format
A. Background
C. Research Problem
F. Expected Product Specification
B. Theoritical Framework (if any)
A. Type and Model of Development
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C. Research Subject
A. Research Finding
B. Discussion
A. Conclusion
B. Suggestion
b. Description
1) Background
The development research is one of the research methods used to develop,
test, and create an education product such as lesson material, evaluation
instrument, instructional model, or instructional technology. In this part, the
student should explain some of the problems related to the development that will
be conducted in order to show the urgency to develop the product. The student can
start identifying the problems by evaluating the feasibility of the product
development result conducted by the previous researchers based on the research
journal reviews. The feasibility evaluation can be the source of the problem for the
students in improving the product.
The problem is the gap between expectation and reality. In this part, the
student mentions the list of problems explained in the background by using a
single sentence only expressing the gap between the phenomena and the
expectation.
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3) Research Problem
The identified problems then will be focused on some problems that will be
solved through the development of the product in this research. Based on the
development publication references that have been conducted, the development
research usually deals with the way to develop a product that has the feasibility to
be used as well as the effectiveness/feasibility of the product based on the criteria
assigned by the researcher. The feasibility criteria of the product should be
explained by the researcher in Chapter II. Besides, the problem formulation
should be in alignment with the problem identification conducted in the previous
part.
According to Akker (1999), the objective of development research in the
education field is differentiated based on the development aspect, namely
curriculum, technology and media, learning and instruction, and didactic teacher
education.
The benefit of the research finding especially for the quality improvement or
learning/instructional finding is described clearly. It should include the benefits
for the students, teachers, school, and general readers.
6) Expected Product Specification

According to Sugiyono (2009), the education product created can be the
physical form of the curriculum for specific education needs, media, teaching
method, textbook, module, competency test model, evaluation system, educational
staff competency, and classroom management for particular learning model.
In line with this, Sukmadinata (2008) stated that research and development
(R&D) is a research approach used to create a new product or to complete the
existing ones. The product created could be hardware or software. The software
could be the program in managing data, library, or
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laboratory, classroom learning, or educational model, an instructional program for
training, evaluation, guidance, management, and so on. While the hardware could
be a module, book, package, teaching aids in the classroom, and laboratory or
instructional program. The research and development are different from the usual
research that only produces suggestions for the improvement, this research and
development produce or create a product that can be seen directly.

The literature review of development research should explain the
development history of a product since the first time it was developed to the
current time. The student should be able to explain the condition of one product
that has been developed to the final form when he/she write the thesis proposal.
The student should synthesis some research findings published from the last 10
years in order to do this. It is not allowed to copy the work of other persons in this
part. The literature review is the critical analysis result of the researcher based on
the expert ideas that have been published on books or scientific journal articles
not merely a group of paragraphs copied from those articles or books.
8) Theoritical Framework (if any)

logically in between variable relationships that will be researched based on the
involve in the research. It means the researcher should be able to relate the
dependent and independent variables. The Theoritical Framework becomes the
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9) Type and Model of Development
There is some development model that commonly used by the researchers,
such as ADDIED, 4D(Define, Design, Develop, Disseminate), Oriondo Antonio,
and others. The chosen model should be provided with the reason for using it
based on the product to be developed. Thus, the student should choose one of the
development models to be applied to develop the product in his/her research.

In this part, the research should explain the location and research duration
for the pilot test or extended test. Each place should be detailed with the notes
whether it is used for the pilot test or extended test. The characteristic of the
research place should also be explained in order to identify the reason for
choosing the place.
11) Research Subject

When the location already set, the researcher then explains which class will
be used for the pilot test or extended test. Choosing the class should be based on
the rational reasons that can be scientifically accountable. Furthermore, the
research also needs to explain the class size in every pilot test class or extended
test class.

This part is the detailed steps that should be aligned with the research model
chosen in point A in this chapter. Besides, if the development stage goes through
the extended test, the researcher should explain the design of the pilot test
(experiment) that will be utilized equipped with the reason for choosing the design
for the test.

The development research instrument is the feasibility evaluation of the
developed product. In this part, the researcher explains the way to test the
feasibility of the developed product in term of its content (content master, media,
language), criteria, or in
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empirical way (field report). The instruments used for testing the feasibility of the
product should be validated with the steps explained by the researcher in this part.

After the feasibility data obtained from the data collecting instruments, the
researcher then explains the data analysis method used in order to have the
interpretation of whether the developed product is feasible or not. Tables,
equations, and criteria explained by the experts should be listed as the indicator
for the feasibility of the product.

This part will explain the progress in developing the product from
designing, developing, first improvement, second improvement, and so on until
the final product created. The documentation of expert suggestions should be
presented in this part to see the history of its interface, form, content of the
product from the beginning to the end. The improvement process based on the
expert opinion should also be explained in detail with the complete
documentation. Moreover, this part should explain the result of the feasibility test
regarding the content (content master, media, language), criteria, or empiric. The
analysis result can be presented in the form of a table based on the thesis writing
guideline.
16) Discussion
The data analysis result from the previous part should be interpreted in this
part. For example, one product gets X score for an expert where there are certain
aspects to get a lower score. The researcher should evaluate those aspects and
what action could be done in order to make them improved. It should be noted
that this part is not the place to transfer the number from data analysis into
some paragraphs. The student should be able to explain the numerals
comprehensively that can
69
be connected with the research results or theoretical review conducted in Chapter
II.
17) Conclusion
In this part, students conclude the feasibility of the product and its
effectiveness equipped with the quantitative proof based on the result of data
analysis.
18) Suggestion
The suggestion is the scientific opinion, not technical opinions such as time
allocation, boring situation, or other things that cannot be solved by the next
researcher. The suggestion should be operational such as the development method
that should be modified, the next researcher chance to improve one of the product
elements, or the further test on a larger scale.
6. The Body of Mixed-Method Research Thesis

a. Format
A. Background
C. Research Problem (Sequential Explanatory) or Research Focus
(Sequential Exploratory)
C. Research Hypothesis
C. Data Sources
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F. Data Validity Test Technique
A. Research Finding
B. Discussion
A. Conclusion
B. Suggestion
b. Description
1) Background
This part reviews background of the research conducted. The topic or issue
concerned in the research should be described scientifically based on the factual
condition and situation in the field. The researcher should elaborate on the
urgency for conducting the research, thus the researcher needs to describe (1) the
existed gap between expectation and reality that is the background for the research
problem, both theoretically and practically, or (2) the demands in the field. The
researcher needs to describe/identify the problem that is researched, limit, and
analyze the problem, explain the alternative solution, and find the best alternatives
to solve the problem. To support the alternative problem solving, the researcher
needs to describe briefly the theories that support them along with the relevant
research findings.
Problem identification concept is the process and the introduction result of
problems or problems inventory. In other words, problem identification is one of
the research processes that are quite important among others. The research
problem will determine the quality of the research, and even that will decide
whether an activity can be categorized as research or not. The research problem
generally can be found through a literature review or by using field observation.
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(observation, survey), and so on. The research problem can be defined as the
statements questioning a variable or relationship between one or more variables in
a phenomenon. While the variable itself can be defined as the concept that
conveys a wide variety of value, making a difference from one and others. In a
study that employs deductive thinking, it is common to show the definition of an
operational variable, and in qualitative research, this variable is usually called a
concept, for example, conceptual definition.
3) Problem Formulation or Research Focus

a) The problem formulation can be a statement or question arranged based on the
research background and formulated briefly and clearly. Justification of the
problem should be done first before continue to the research questions
(Sequential Explanatory).
b) The research focus is on the concentration of the research objectives. The
research focus should be stated explicitly to help the researcher in conducting
the observation. It also becomes the guideline for research observation, so that
the observation and the analysis of the finding will be more focused. According
to Moloeng (2000), the research focus is used to limit the research to get the
relevant data, avoiding false data collection, although the data seems
interesting. The problem focus formulation in qualitative research is tentative,
that the improvement of the focus or problem formulation is still ongoing
during the research process (Sequential Exploratory).
The research benefit is described in some aspects namely: (1) theoretical
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Previous Related study is not only a list of theories but it should be the
critical analysis of the researcher toward one or more theories related to the
problems being researched. The resources that can be utilized for literature
reviews, such as scientific journals, books, thesis, dissertation, undergraduate
thesis, research report, paper, discussion result, and seminar, along with official
publications from the government and non-government from trusted sources.
formulated hypothesis. The framework should be able to explain the argument
logically showing a variable relationship that will be researched based on the
8) Research Hypothesis
Hypothesis (if any) is the temporary answer to the formulated research
problems based on the review of theories and still needs to be tested the truth
through empirical facts.

Sekaran (2003) stated that the research design is a plan to do synthesis or
research scientifically in order to answer the research questions or problem
identification. The research design made by a researcher can be the option that
determines the research activities. The type of research used in this study is
quantitative research including collecting, arranging, processing and analyzing the
data
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in the form of a number that in practice given a certain treatment researched on it.

the research could be. However, the length of the research depends on the data
resources and research objective that is around 6 months starting from title
consultation and proposal and the writing. That also depends on the research
scope, and how the researcher manages the time. Meanwhile, the research location
is stated clearly.
11) Operational Definition of Variables

The operational definition of research variables according to Sugiyono
(2015, p. 38) is an attribute or behavior or value of the objects or activities that
have certain variations decided by the researcher to be studied and concluded. The
definition of a research variable should be formulated to prevent problems in
collecting the data.

In the procedure, the research implementation is explained from preliminary
research, instrument development, data collection, to the writing of the report. The
research procedure is explained in the form of narration and flow chart (scheme).
The procedure/steps for classroom action research are described in detail covering
the planning, implementation of the action, observation, to the reflection of every
cycle.
a) The planning describes in detailed the required things before the
implementation of the action, such as:
(1) arranging the instructional devices, namely Lesson Plan
(2) providing the media, tools, and equipment
(3) for developing the evaluation instrument.
b) The implementation of the action including the action stages conducted by the
teacher and students based the clear and detailed instructional strategies
(relevant to the actions).
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c) The observation and interpretation consist of the explanation regarding the
observed object (such as students' group participation in creating semantic
maps) and the observation methods.
d) The analysis and reflection stages will explain the assessment method used to
identify the weakness result of the action, identify the causes, as well as
designing the improvement acts. Next, the reflection stage will explain the
procedure, tools, actor, source of information, and how to analyze them.

According to Sugiyono (2017, p. 102), the research instrument is the device
used to measure the natural or social phenomena being observed. The research
instrument used as the tools for collecting the data and the commonly used
instrument in the research is the list of questions as well as questionnaires
delivered or given to each respondent as the sample of research when being
observed. The example of a research instrument in Mixed Method Research is
Test + Questionnaire + Observation Sheet (QUAN-qual) and Observation Sheet +
Document + Questionnaire/Likert Scale (QUAL-quan).
14) Data Validity Test Technique

The data validity test can be performed through :
(1) Triangulation (data triangulation, researcher triangulation, theory triangulation,
and method triangulation), (2) informant review, dan (3) developing member
check. Those efforts, hopefully, will reduce the possibility of the research finding
bias. Besides, to maintain the data reliability, it is suggested to develop the
database.

In data analysis, the analysis technique is described in order to process the
data obtained. The data analysis technique is closely related to the research design
and the proposed hypothesis. In this part, calculation formula or statistical formula
used for testing requirement analysis and testing the hypothesis or analyzing the
data should be stated (can be written in the appendix).
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The researcher systematically arranges the scientific information obtained
and equipped with logical argumentation, especially the information that is
relevant to the research problem. The presentation of the research finding in the
form of a table, curve, graph, figure, or others should provide all information
needed comprehensively and clearly. To be in a good presentation, the research
finding can be presented in the form of a table, curve, graph, figure, or other based
on the research finding, it can be also presented in the form of a theoretical
description, both qualitative and quantitative ways.
17) Discussion
The data analysis result from the previous part should be interpreted in this
part. For example, one product gets X score for an expert where there are certain
aspects to get a lower score. The researcher should evaluate those aspects and
what actions could be done in order to make them improved. It should be noted
that this part is not the place to transfer the number from data analysis into some
paragraphs. Students should be able to explain the number comprehensively in
order to connect the research findings or theoretical review explained in Chapter
II.
18) Conclusion
The conclusion is the primary findings that show the significant finding on
research findings written in the brief, concise, and clear description (in every
paragraph), points, or details under the research objectives.
19) Suggestion
The suggestion includes the recommendation proposed based on the
research findings that are operational and can be performed. Ideally, the
suggestion should be in detail to be easily implemented and following the research
benefits.
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7. The Conclusion of the Thesis
The components that should be included in the final part of the thesis are all
supporting items or related closely to the main description, which is the
bibliography and appendix.
a. BIBLIOGRAPHY
This part comprehensively accommodates the literature used in the research.
The bibliography writing style follows the guideline stated in Chapter VI and the
sample can be seen in Appendix 5.19.
b. Appendixes
This part can cover; administration, lesson plan, research instrument, data
and result of data analysis, and the documentation of the research.
c. Research Schedule
This part includes the preparation, implementation, and report of the result
finding in a bar chart The research schedule is only needed for research
Proposal. The example of the research schedule can be seen in Appendix 5.17.
d. Curriculum Vitae
This part comprehensively covers the personal and academic information of
the research at least one-page length.
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CHAPTER VI
THESIS WRITING FORMAT
A. Language Usage
The thesis should be written in Indonesian or English with the academic
style. The academic style of Bahasa Indonesia has the following criteria:
(1) using the grammatically correct spelling of Indonesian; (2) using the
conventional term; (3) using the simple and consistent term; (4) using the
complete grammatical component of the sentence, (5) using the affixes (prefix,
infix, suffix) explicitly; (6) using the function words (and, from, than) accurately,
explicitly and consistently, (7) the paragraph consists of one main idea and at least
two supporting ideas; (8) having the coherency of the sentences and paragraphs,
also (9) avoiding the use of pronoun (we, I, us, etc.)
B. Typing Rules
1. Paper
The thesis manuscript is printed on A4 size paper (21,5 cm x 29,7 cm)
white color with 70gram weight. If using specific paper such as math paper for the
graph, tracing paper for the chart, and other types of paper, it is not a must follow
size set, however, it should be folded to match the size of the manuscript. Every
chapter should be given a divider which is a white HVS paper and printed
transparent logo of Universitas Sulawesi Barat (watermark) in the middle of the
paper.
2. Format
The thesis should be typed in Times New Roman (TNR) font size 12 pt with
1.5 space. The manuscript typing should use the same font in the whole of the text.
The thesis is printed in black ink, except for the diagram, graph, or pictures that
should be printed with the color ink.
3. The Margin of Document

The document margin for the typing of the manuscript as follows.
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Top Margin : 3 cm Bottom Margin : 3 cm
Left : 4 cm Right Margin : 3 cm
Margin
4. The Title of the Chapter, Sub Chapter, and Sub Sub-chapter

a. The title of the chapter is typed in capital letters in the new page with 3 cm
space from the top margin. See the writing hierarchy (in appendix 6.1.) and
numbering the chapter and subchapter. The number of the chapter should be
written in Roman numeral, the chapter title typed in capital letter and in bold.
b. The typing of the subchapter title and subchapter number starting from the left
margin. The first letter of every word in the subchapter title is typed with
capital letter except for function words (and, at, to, from, for, which) that not
put at the beginning of the title. The numbering of the subchapter uses the
capital letter (A, B, C, and so on). The subchapter title should be typed in bold.
c. The typing of the sub subchapter should be started from the left margin. The
first letter of the sub subchapter title should be in capital letter, except for
function word which is not at the beginning of the title. The numbering of the
sub subchapter should use Arabic numerals (1, 2, 3, and so on). The sub
subchapter title should be typed in bold.
5. The Writing Hierarchy and Numbering of Chapter and Subchapter.

The numbering should be based on the following guideline:
a. The first level, using the capital Roman numerals, for example, I, II
b. The second level, using the capital Roman letters, for example, A, B
c. The third level, using the Arabic numerical, for example, 1, 2
d. The fourth level, using the lowercase Roman letter, for example, a, b
e. The fifth level, using Arabic numerals with one bracket: 1), 2)
f. The sixth level, using lowercase Roman letters with one bracket, for example,
a), b)
g. The seventh level, using Arabic numeral with two brackets: (1), (2)
h. The eighth level, using a lowercase Roman letter with two brackets: (a), (b)
6. Typing the New Paragraph

The typing of a new paragraph is started with one tab under the 10 mm
distance from the left side of the paragraph. Every paragraph has a minimum of
three sentences consisting of the main idea, supporting sentences, and the
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connector sentence to the next paragraph.
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7. Numbering the Page
The page number should be put in the lower end, centered, two space under
the last line of each text. The page number is written in Arabic numerals, starting
from the introduction chapter until the appendix. The previous pages (title page,
preface, table of content, list of table, list of pictures, etc.) is written in lowercase
Roman numerals.
8. Numbering the Math Equations

If the thesis contains some formula or math equation, (1) the math equation
should be written through the equation editor tools, (2) the numbering uses Arabic
numerals placed in the left, inside the two brackets. Example:
For the data in dichotomy, Rasch modeling is combining an algorithm stated that
probabilistic expectation result from point 'i' and the respondent (students) 'n',
mathematically stated as follows (Bond & Fox, 2007):
P (X = 1/β , δ ) = 𝑒(β𝑛−δ𝑖) (5)

𝑛𝑖 𝑛𝑖 𝑛 𝑖 1+𝑒(β𝑛−δ𝑖)
9. The thickness of the Thesis

The thickness of the thesis is between 45-75 pages counted from the first
(1) page in the Introduction chapter until the last page in the Bibliography part.
10. Table Presentation

The table presented in the thesis should be under the following rules:
a. The writing "Table", table number, and the title should be put above the table,
centered between the right and left side.
b. All the tables should be given serial numbers using Arabic numerals, such as 1,
2, 3, or the number referring to the chapter, such as Table 4.1., meaning that the
table is in chapter IV and being the first appeared on the chapter. So, for every
chapter, the serial number of each table starts at number 1.
c. The table does not use the vertical line but uses the horizontal line.
d. The table title should be referred to in the body of the paragraph, not only stated.
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e. The title that is more than one line, the second and next line should be typed
aligned with the first letter of the title in the first line and typed in one space.
The table title should not be ended with a full stop.
f. Every table presented should be in one-page length (not trimmed to another
page) The table that is more than one-page length should be put in the
appendix.
g. The writing in the table should be in a single space.
h. The table and pictures presented should be given interpretation such as the
conclusion about the pattern or the tendency shown in the data, not the
repetition of the statement in the table.
i. The table cited from other sources must be given notes with the last name of
the author, publication year, and page number at the right down corner of the
table.
j. The table should be placed in one page, if it is continued to the next page
because of some reason, the header of the table should be appeared also in the
next page by using the ―Repeat Header Row‖ feature. Example:
Table 6.1 (The example of Table Writing) The Distribution of Pretest Data
from Control Group
%
Interval Median f
Relative Cumulativ
e
40 – 49 44.5 3 7.5 7.5
50 – 59 54.5 5 12.5 20.0
60 – 69 64.5 17 42.5 62.5
70 – 79 74.5 8 20 82.5
80 – 89 84.5 5 12.5 95.0
90 – 100 94.5 2 5 100.0
Total 40 100
(Mangunkusumo, 2018, p. 77)
11. Figure Presentation

The figure includes a photo, graph, diagram, map, chart, scheme, and other
similar objects. The presentation should be aligned with the following rules.
a. The writing "Figure", figure number, and figure title should be put under the
figure, centered between the left and right side. The writing format for the
figure title is the same as the table title.
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b. Every figure presented should be referred to in the body of the thesis
paragraph. The referring of the picture in the text should mention the number,
not using the words in the figure below or the figure above. For example:
Based on figure 2.3., it can be said that ...
c. The figure takes more than half the size of the page should be put on a single
page alone.
d. The figure cited from other sources must be given notes with the last name of
the author, publication year, and page number at the bottom centered of the
figure.
Example:
Figure 6.1 (Example of Figure Presentation) Bloom's

Taxonomy (Anderson & Krathwohl, 2001, p. 30)
12. The Application of Spelling and Word Writing Rules

For the Indonesian manuscript, the rule for using punctuation, letter writing,
and word writing should be based on the rules contained in Pedoman Umum
Ejaan Bahasa Indonesia and the new edition of Kamus Besar Bahasa Indonesia.
Some of the spelling and word writing rules need to be paid attention
are:
a. The punctuation attached to the words in front of it (for example paper, pencil, and ink).
b. The full stop is not used at the end of the chapter, subchapter, and also the sub subchapter.
c. The comma is used for separating the subordinate clause that comes before the
main clause, if the subordinate clause following the main clause, the comma
should not be used.
d. The capital letter should be used for the first letter of nations, tribes, and
languages, but not for their modified form. For example bangsa Indonesia,
suku Sunda, bahasa Inggris, mengindonesiakan.
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e. The capital letter should be used as the first letter of each component of the
entity name, but not for other names, for example, SMP Negeri 1, Biology
Study Program, Language and Art Major, at high school, a study program.
f. The capital letter should be the first letter of every component of the repeated
word on agency name, government office, and state administration, as well as
the official document. For example, Perserikatan Bangsa-Bangsa, Taman
Kanak-Kanak Pertiwi, Yayasan Ilmu-Ilmu Sosial, Undang-Undang Dasar
Republik Indonesia.
g. The italicized letter should be used to write the title of the book, magazine, and
newspaper cited in the text. For example: Negarakertagama book by
Prapanca, Suara Karya newspaper.
h. The italicized letter should be used to emphasize or highlight the letter, part of
word, word, or group of words. For example:
1) The first letter of century is c.
2) This chapter is not discussing the writing of a capital letter.
i. The italicized letter in printing used to write the scientific name or foreign
expression except adapted spelling. For example:
1) The scientific name of mangosteen is Garcinia mangostana
2) Weltanschauung is translated into "world paradigm"
j. Affixes (prefix and or suffix) are written connected to the basic words. For
example: memublikasi, menyosialisasikan, mengoordinasi, memproduksi,
mengklasifikasi, pemprograman, dan menetralkan.
k. The prefix and suffix of two combined words should be written connectedly.
For example: dilipatgandakan, mengggarisbawahi, dan
mempertanggungjawabkan.
l. The combined words whose one component only used for the combination
should be written connectedly, but not for the words that are not the
combination. For example: antarnegara, elektromagnetik, mancanegara,
pascapanen, semikonduktor, nonkolaborasi, terima kasih, tanggung jawab, dan
budi daya.
m. The preposition di, ke, and dari should be written separated from the words
following them. For example: di dalam, di mana, ke mana, di antaranya, di
samping itu, dari mana, dan dari siapa.
84
n. The chemistry symbols, the measuring unit abbreviation, size, weight, and
currency are not followed by full stop. For example: Cu (kuprum), kVA
(kilovolt ampere), l (liter), kg (kilogram), dan Rp (rupiah).
o. The numerals in the beginning of the sentences should be written in words. If
needed, the sentence arrangement should be changed in order to put the
numeral that cannot be stated in one or two words that does not appear at the
beginning of the sentences. For example:
1) Empat puluh lima persen siswa kurang aktif dalam diskusi
2) Ada 45% siswa yang tidak aktif selama pembelajaran Biologi
p. The acronym of the non-identity name in the form letter combination, syllable,
or the combination of word and syllable in the range of words should be
written in the lowercase letters. For example: pemilu (pemilihan umum)
q. The writing of loan words should based on the Indonesian spelling rules. For
example: praktik (not praktek), objek (not obyek), subjek (not subyek), survei
(not survey), dan analisis (not analisa).
C. Writing the Source of Citation

1. Scope of the Citation
The citation is a copy of the idea/concept/finding of other authors into a
scientific paper. The citation is not the wrong thing to do, even it should be
applied in writing a scientific paper. However, the supposition that the
literature review is only the collection of citations like the clipping work
should be avoided. Thus, the citation made should be alternated with the
interpretation and argumentation of the writer. It then will show that the writers
have the opinion or views on the cited idea, in terms of the problems researched.
The complete information of the citation source is written in a list called a
bibliography. The writing format for citation should be the same format used in
the bibliography. Every source cited in the thesis manuscript should be presented
also in the bibliography. The source that is not referred to the thesis text cannot be
listed in the bibliography. The format used in the thesis refers to the format agreed
85
internationally by the American Psychological Association (APA) the 7th edition
2019.
2. Writing the Indirect Citation

In the APA system, the writing of indirect citation as a certain part of a
book/article should be accompanied by the page number of the cited part.
However, the writing of indirect citations is the main part of the whole
research no need to provide the page number. The writing is only required the
author's name and the year of the published literature. The example of the writing
as follows.
a. The indirect citation of a certain part of the scientific paper
The well-programmed and prepared lesson definitely could improve the
learning outcome of the learner. Based on the definition of learning
outcomes, Sudiyarto (2004, p. 72) put the limitation as the level of
competency achieved by the learner after having the learning program.
or
The well-programmed and prepared lesson definitely could improve the
learning outcome of the learner. The learning outcomes can be defined as
the level of competency achieved by the learner after having the learning
program.(Sudiyarto, 2004, p. 72)
b. The indirect citation as the synthesis of the scientific paper

The character education evidently contribute significantly toward the
education outcome. This is related to the findings of the research by
Hollingshead (2009) that the students who have a character education
program got the internship place faster than those who did not.
or
The character education evidently contribute significantly toward the
education outcome. It is found that the students who have a character
education program got the internship place faster than those who did
not.(Hollingshead, 2009).
86
3. Writing the Direct Citation
The direct citation in the APA system is written by stating the author's
name, year of publishing, and the page of the sentence/text cited. Use the "p." for
showing the single page and "pp." for more than one page. If the page is in a
different range, use the comma between the pages, for example
: pp. 67, 72. The direct citation is differentiated into two types, namely short direct
citation and long direct citation.
a. The short direct citation
The short direct citation is the sentence cited that is less than or with 40
words (≤ 4 lines) The short direct citation should be written in the text by giving
the quotation marks in the beginning and the end of the citation. The example of
the writing as follows.
Regarding the student' difficulties in solving the story problem in math,
Budiyono (2004, p. 131) argued that ―The first step in solving the story problem
is writing the math sentences and frequently, the students make mistakes in this
step since they do not understand the real meaning of problems‖.
or
Regarding the student' difficulties in solving the story problem in math,
Budiyono argued that The first step in solving the story problem is writing the
math sentences and frequently, the students make mistakes in this step since they
do not understand the real meaning of problems‖ (2004, p. 131)
b. The long direct citation

The long direct citation is the sentence cited that is more than 40 words (> 4
lines) The long direct citation is written in one isolated paragraph, 0.5 pt space
from the left margin, and the 1 pt space between the line. The cited text does not
need any quotation marks. The example of the writing is as follows.
1) The writer's name is written in the sentence.
In order to achieve the communicative level of English lessons, Waluyo et al.
(2004) said that:
Regarding the teacher and students' performance in the classroom, it is
suggested that the maximum number of students in English class
87
is not too crowded, that is between 20 to 25 students. This is crucial to
make the students having the chance to do the task and have the proper
feedback from the teacher. Besides, small-sized classroom helps the
teacher to manage the class, especially control the student's behavior in
using the language (p.96)
2) The writer's name is not written in the sentence
An education expert specifically formulated the definition of interest in three
scopes, as follows:
Firstly, it is an established attitude that bonds the individual toward
certain objects selectively; secondly, the meaningful feeling of the
individual towards the activity, work, or objects encountered by the
individual; and thirdly, the readiness of the individual that managing
or controlling the behavior towards one certain objective. (Chapin,
2000, p.255).
4. Writing the Author's Name in Source of Citation

a. Writing the Author's Name based on the Countries
Based on the countries, the author's name in the source of citation is written
in the same procedure listed in Table 6.2.
Table 6.2. The Rules for Author's name writing based on Countries
Writing in the
Name Based on the Country Author's Name
Citation
Western Authors Joseph J. Krajcik Krajcik
Indonesian Name with Family Rosiana Silalahi Silalahi
Name
Indonesian Name with Yayah Koswara Koswara
Husband Name
Indonesian name in one word Sugiyanto Sugiyanto
Indonesian name in more than one Djemari Mardapi Mardapi
word
Japanese and Korean Name Hiroko Yakamoto
Yakamoto
Dutch name with de, van, Kees de Vries De Vries
vanden, vander Guus van der Van der Haar
Haar
b. The Rules for Author's name writing based on Quantity

Based on the quantity, the author's name in the source of citation is written
in the same procedure listed in Table 6.3.
Table 6.3. The Rules for Author's name writing based on Quantity
The Number of The Rules of Citation Source Writing
Writers
One writer Luna (2020) or (Smith, 2020)
Two writers Salas and D’Agostino (2020) or (Salas &
88
The Number of Writers The Rules of Citation Source Writing
D’Agostino, 2020)
Three writes or more Martin et al. (2020) or (Martin et al., 2020)
Government that
office/organization is
with the acronym Kementerian Pendidikan dan Kebudayaan
First Citation (Kemendikbud, 2015) or (Kementerian
Pendidikan dan Kebudayaan [Kemendikbud],
2015)
The following citation Kemendikbud (2015) or (Kemendikbud,

2015)
Government that Stanford University (2020) or(Stanford
office/organization is University, 2020)
without any acronym
c. Citation from the secondary sources

In a scientific paper, it is suggested that the literature cited is the primary
source or the original one. However, it is sometimes difficult to do because the
original book is written in a foreign language (other than English), or it is hard to
find. Thus, the secondary source can be used, and the writing of the citation
sources should mention the name of the original author, while in the bibliography,
the identity of the secondary source is mentioned. Example:
1) Citation
That is aligned with the conclusion by Keuss and Sloth (Hollingshead, 2009,
p. 171) that the main obstacle in implementing character education is the
teachers have no experience in character education so the students can easily
identify the teachers' behavior which is not aligned with character education.
or
That is supporting the statement from Hollingshead (2009, p. 171) who cited
the Keuss and Sloth that the main obstacle in implementing character
education is the teachers have no experience in character education so the
students can easily identify the teachers' behavior which is not aligned with
character education.
2) Bibliography
Hollingshead, B. (2009). The concerns-based adoption model: A framework
for examining implementation of a character education program.
NASSP Bulletin, 93, pp.166-184
89
d. Citing from Some Different Authors
The different sources can be cited at once to support the opinion or findings.
The appearance should be based on the alphabet order and the writing of every
source should be separated by semicolon. Example:
Jamarah and Aswan (2005, p. 12); Ridhani (2004, p. 7); and Zubaidi dan
Mawarni (2010, p. 87) set the scope of learning outcome as the behavior and
individual changes after the learning process
or
Some writers set the scope of learning outcome as the behaviour and individual
changes after the learning process (Jamarah & Aswan, 2005, p. 12; Ridhani,
2004, p. 7; Zubaidi & Mawarni, 2010, p. 87)
e. The Paper with the Same Author's Last Name

If cited from the sources that have the same last name as the author with the
previous citation, the first name of the author should be written in the citation.
Example:
Tarigan, J. (2004) the writing skill (productive) is affected by the reading skill
(receptive). That is relevant with the study by Tarigan, H.G. (2005) that the
sentence patterns written by the students reflect their reading experiences.
or
Tarigan, J. (2004) and Tarigan, H.G. (2005) stated that there is a positive
correlation between the reading and writing skills.
f. Author's Name Cannot be Identified

If there is no information about the author's name, in the source of citation,
it can use the title of the book/article and the year. The citation of book, brochure,
report, or periodical published writing (magazine/newspaper), the title is written
in quotation mark. Example:
The story problem is the narrative story which has the symbol to represent the
problem and its solution by using mathematics concept (Interpersonal Skills,
2004)
or
90
In Mathematics, Indonesian students ranked 36th of 48 countries or under the
international average score (―Understanding Science Report‖, 2018)
g. Cited from the Author that Has the Same Publication Year
If the source of the reference comes from the papers written by the same author
in the same year, it is required to use the lowercase alphabet after the publication
year of the writing.
Judge and Kammeyer-Mueller (2012b)
(Judge & Kammeyer-Mueller, 2012a)
h. Cut the Citation

If the direct citation is not copied in a whole complete sentence, the writing
should be followed by three dots. Example:
Saka (2010, p. 41) stated that, ―The work in a
group or among the groups can improve students' achievement…‖.
or
The definition of the triangulation method is the use of various methods for the
same data as it is explained by Sutopo (2011, p. 95), ―…by using a different
technique of data collection for the same source, the researcher can establish the
conclusion‖.
i. Citing a Website
Citing a website or other electronic sources is the same case of citing the
printed sources. The information should be written is the author's name, year of
publication, page number (for direct citation) or if there is no page number, write
down the chapter number, the number of the figure, table, or paragraph. Thus, the
website address is not written in the source of the citation. The website address
and other information are written in the Bibliography. Example:
1) Citation
This refers to Basuki (2013, p. 202), ―Reading readiness test put emphasis on the
skills needed for early age reading level including the range of vocabulary, lining
or matching the words,
91
matching the picture, letter, or word visually, or saying the alphabet and reading
the words'.
or
Reading readiness test according to Kasih (2020) is the test for early age kids to
measure the range of vocabulary, matching the words, matching the pictures,
letters, or saying the alphabet and reading the words
2) BIBLIOGRAPHY
Kasih, Ayunda Pininta. (25 March 2020). UN Batal, UTBK SBMPTN Tetap
Diadakan dengan Sistem ―Rolling‖. Diperoleh dari https://edukasi.kom-
pas.com/read/2020/03/25/160132371/un-batal-utbk-sbmptn-tetap-
diadakan-dengan-sistem-rolling
D. Writing Bibliography
As per the explanation in Chapter V of this guideline book, the term used in
this book is BIBLIOGRAPHY, not LIST OF REFERENCE or REFERENCES.
The bibliography is arranged alphabetically by the first name of the writer (which
has been set based on the rule) The identity of every literature should be written
fully and correctly to help the readers tracing back the references used in writing
the thesis. Thus, the literature used as the references should be the one with
complete identity. The wrong or incomplete literature identity is not very helpful
and indirectly shows the quality of the writer.
The bibliography format used in the thesis is based on the format that
internationally acknowledged by American Psychological Association (APA) 7th
edition in 2019. The bibliography writing should use 1 pt space for each entry.
The space between one entry and another should be 1.5 pt space. The second line
of each entry should be started by pressing the tab once.
1. How to Write the Name in Bibliography

a. If the author is more than one person, between the last name of the author and
the author before it should be connected by '&' mark, not 'and'.
92
b. The term 'et al.' is used if the writer or the author is more than 2 persons.
2. The Example of entry writing in Bibliography

a. Scientific Journal
1) Journal Article, with DOI
McCauley, S.M., & Christiansen, M.H. (2019). Language learning as language
use: A cross-linguistic model of child language development.
Psychological Review, 126(1), 1–51. https://doi.org/10/1037/rev0000126
2) Journal Article without DOI, with the nondatabase URL address
Ahmann, E., Tuttle, L. J., Saviet, M., & Wright, S.D. (2018). A descriptive
review of ADHD coaching research: Implications for college students.
Journal of Postsecondary Education and Disability, 31(1), 17–39.
https://www.ahead.org/professional-resources/publications/jped/archived-
jped/jped-volume-31
3) Journal Articles in the scientific magazine, or scientific newspaper
without DOI Anderson, M. (2018) Getting consistent with
consequences. Educational
Leadership, 76(1), 26–33.
Goldman, C. (28 November 2018). The complicated calibration of love,
especially in adoption. Chicago Tribune.
4) Journal articles with DOI, 2 authors or more
Kalnay, E., Kanamitsu, M., Kistler, R., Collins, W., Deaven, D., Gandin, L.,
Iredell, M., Saha, S., White, G., Woollen, J., Zhu, Y., Chelliah, M.,
Ebizusaki, W., Higgins, W., Janowiak, J., Mo, K. C., Ropelewski, C.,
Wang, J., Leetmaa, A., . . . Joseph, D. (1996). The NCEP/NCAR 40-year
reanalysis project. Bulletin of the American Meteorological Society, 77(3),
437–471. http://doi.org/fg6rf9
5) Journal articles with DOI, single author and group of authors
De Vries, R., Nieuwenhuijze, M., Buitendijk, S.E., & the members of
Midwifery Science Work Group. (2013). What does it take to have a
strong and independent profession of midwifery? Lessons from the
Netherlands. Midwifery, 29(10), 1122–1128. https://doi.org/10.1016/
j.midw.2013.07.007
6) Journal articles with article number (eLocator)
Burin, D., Kilteni, K., Rabuffetti, M., Slater, M., & Pia, L. (2019). Body
ownership increases the interference between observed and executed
movements. PLOS ONE, 14(1), Article e0209899.
https://doi.org/10.1371/journal.pone.0209899
7) Journal articles in the advance online publication database
Huestegge, S. M., Raettig, T., & Huestegge, L. (2019). Are face incongruent
93
voices harder to process? Effects of face–voice gender incongruency
onbasic cognitive information processing. Experimental Psychology.
Advance online publication. https://doi.org/10.1027/1618-3169/a000440
8) Printed journal articles
Pachur, T., & Scheibehenne, B. (Printed). Unpacking buyer-seller differences
in valuation from experience: A cognitive modeling approach.
Psychonomic Bulletin & Review.
9) Journal articles, published in other languages than English
Chaves-Morillo, V., Gómez Calero, C., Fernández-Muñoz, J. J., Toledano-
Muñoz, A., Fernández-Huete, J., Martínez-Monge, N., Palacios-Ceña, D.,
& Peñacoba-Puente, C. (2018). La anosmia neurosensorial: Relación entre
subtipo, tiempo de reconocimiento y edad [Sensorineural anosmia:
Relationship between subtype, recognition time, and age]. Clínica y Salud,
28(3), 155–161. https://doi.org/10.1016/j.clysa.2017.04.002
10) Journal articles, translation
Piaget, J. (1972). Intellectual evolution from adolescence to adulthood (J.
Bliss & H. Furth, a Translation.). Human Development, 15(1), 1–12.
https://doi.org/10.1159/000271225 (The Original Article published in
1970)
11) Journal Article, reprinted from other sources
Shore, M. F. (2014). Marking time in the land of plenty: Reflections on mental
health in the United States. American Journal of Orthopsychiatry, 84(6),
611–618. https://doi.org/10.1037/h0100165 (Reprinted from ―Marking
time in the land of plenty: Reflections on mental health in the United
States,‖ 1981, American Journal of Orthopsychiatry, 51[3], 391–402,
https://doi.org/10.1111/j.19390025.1981.tb01388.x)
12) Special edition of a journal
Lilienfeld, S. O. (Ed.). (2018). Heterodox issues in psychology [Edisi spesial].
Archives of Scientific Psychology, 6(1), 51–104.
13) Journal articles from Cochrane Database of Systematic Reviews
Mehrholz, J., Pohl, M., Platz, T., Kugler, J., & Elsner, B. (2018).
Electromechanical and robot-assisted arm training for improving activities
of daily living, arm function, and arm muscle strength after stroke.
Cochrane Database of Systematic Reviews.
https://doi.org/10.1002/14651858.CD006876.pub5
14) Journal articles from UpToDate database
Morey, M. C. (2019). Physical activity and exercise in older adults.
UpToDate. Retrieved on July 22, 2019, from
https://www.uptodate.com/contents/physical-activity-andexercise-in-older-
adults
94
15) Journal articles in a scientific magazine
Bergeson, S. (4 January 2019). Really cool neutral plasmas. Science,
363(6422), 33–34. https://doi.org/10.1126/science.aau7988
b. Journalistic Media
1) Newspaper articles
Guarino, B. (4 December 2019). How will humanity react to alien life?
Psychologists have some predictions. The Washington Post.
https://www.washingtonpost.com/news/speaking-of-
science/wp/2017/12/04/how-will-humanity-react-to-alien-
lifepsychologists-have-some-predictions
2) Scientific blog articles
Klymkowsky, M. (15 September 2018). Can we talk scientifically
about free will? Sci-Ed. https://blogs.plos.org/scied/2018/09/15/can-we-
talkscientifically-about-free-will/
3) Comment on the online scheduled channel
KS in NJ. (15 January 2019). From this article, it sounds like men are
figuring something out that women have known forever. I know of many
[A comment on ―How workout buddies can help stave off loneliness‖
article]. The Washington Post. https://wapo.st/2HDToGJ
4) Editorial
Cuellar, N. G. (2016). Study abroad programs [Editorial]. Journal of
Transcultural Nursing, 27(3), 209. https://doi.org/10.1177
/1043659616638722
c. Book
1) Book with DOI
Brown, L. S. (2018). Feminist therapy (2nd ed.). American Psychological
Association. https://doi.org/10.1037/0000092000
2) Book without DOI, from a reputable database
Burgess, R. (2019). Rethinking global health: Frameworks of power.
Routledge.
3) E-book or audiobook without DOI, with the nondatabase URL
Cain, S. (2012). Quiet: The power of introverts in a world that can’t stop
talking (K. Mazur, Narr.) [Audiobook]. Random House Audio.
http://bit.ly/2G0BpbI
4) Book with the editor written on its cover
Meadows, D. H. (2008). Thinking in systems: A primer (D. Wright, Ed.).
Chelsea Green Publishing.
95
5) Book edited with DOI, with more than one publisher
Schmid, H.-J. (Ed.). (2017). Entrenchment and the psychology of language
learning: How we reorganize and adapt linguistic knowledge. American
Psychological Association; De Gruyter Mouton. https://doi.org/10.1037
/15969-000
6) Book edited without DOI, from a reputable database
Hacker Hughes, J. (Ed.). (2017). Military veteran psychological health and
social care: Contemporary approaches. Routledge.
7) E-book edited or audiobook without DOI, with the nondatabase URL
Pridham, K. F., Limbo, R., & Schroeder, M. (Eds.). (2018). Guided
participation in pediatric nursing practice: Relationship-based teaching and
learning with parents, children, and adolescents. Springer Publishing
Company. http://a.co/0IAiVgt
8) Book published in a language other than English
Piaget, J., & Inhelder, B. (1966). La psychologie de l’enfant [The psychology
of the child]. Quadrige.
9) The translated book that is reprinted
Piaget, J., & Inhelder, B. (1969). The psychology of the child (H. Weaver,
A Translation.; 2nd ed.). Basic Books. (The Original Version
published in 1966)
10) E-book or audiobook that is reprinted
Freud, S. (2010). The interpretation of dreams: The complete and definitive
text (J. Strachey, Ed. & Trans.). Basic Books. (The Original Version
published in 1900)
11) A book that published in volume
Fiske, S. T., Gilbert, D. T., & Lindzey, G. (2010). Handbook of social
psychology (5th ed., Vol. 1). John Wiley & Sons. https://doi.org/10.1002
/9780470561119
12) Particular edition book
Madigan, S. (2019). Narrative therapy (2nd ed.). American Psychological
Association. https://doi.org/10.1037/0000131000
13) Diagnostic Manual
American Psychiatric Association. (2013). Diagnostic and statistical manual
of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.
9780890425596
14) Dictionary or encyclopedia
Zalta, E. N. (Ed.). (2019). The Stanford encyclopedia of philosophy (Summer
2019 ed.). Stanford University. https://plato.stanford.edu/archives/sum
2019/
96
15) Anthology
Gold, M. (Ed.). (1999). The complete social scientist: A Kurt Lewin Reader.
American Psychological Association. https://doi.org/10.1037/10319-000
16) Holy books
The Qur’an (M. a. S. Abdel Haleem, Translation). (2004). Oxford University
Press.
17) Historical Paper
Aristotle. (1994). Poetics (S. H. Butcher, Translation). The Internet Classics
Archive. http://classics.mit.edu/Aristotle/poetics.html (the original work
published 350 years BC)
18) Shakespheare
Shakespeare, W. (1995). Much ado about nothing (B. a. Mowat & P.
Werstine, Eds.). Washington Square Press. (The original work
published in 1623)
19) A chapter of a book edited with DOI
Balsam, K. F., Martell, C. R., Jones, K. P., & Safren, S. A. (2019).
Affirmative cognitive behavior therapy with sexual and gender minority
people. in G. Y. Iwamasa & P. a. Hays (Eds.), Culturally responsive
cognitive behavior therapy: Practice and supervision (2nd ed., pp. 287–
314). American Psychological Association. https://doi.org/10.1037/
0000119012
20) A chapter of a book edited without DOI, from the reputable indexer of
Weinstock, R., Leong, G. B., & Silva, J. A. (2003). Defining forensic
psychiatry: Roles and responsibilities. in R. Rosner (Ed.), Principles and
practice of forensic psychiatry (2nd ed., pp. 7–13). CRC Press.
21) A chapter of an e-book or audiobook without DOI, non-database URL
Tafoya, N., & Del Vecchio, A. (2005). Back to the future: An examination of
the Native American Holocaust experience. in M. McGoldrick, J.
Giordano, & N. Garcia-Preto (Eds.), Ethnicity and family therapy (3rd ed.,
pp. 55–63). Guilford Press. http://a.co/36xRhBT
22) A chapter of a book edited in the language other than English
Carcavilla González, N. (2015). Terapia sensorial auditiva: Activación
cerebral por medio de la música [Auditory sensory therapy: Brain
activation through music]. In J. J. García Meilán (Ed.), Guía práctica de
terapias estimulativas en el Alzhéimer (pp. 67–86). Editorial Síntesis.
https://www.sintesis.com/guias-profesionales-203/guiapractica-de-
terapias-estimulativas-en-el-alzheimer-libro1943.html
23) A chapter of a book edited, reprinted in the translated form Heidegger, M.
(2008). On the essence of truth (J. Sallis, Translation). in
d. F. Krell (Ed.), Basic writings (pp. 111–138). Harper Perennial Modern
97
Thought. (Original book published in 1961)
24) A chapter of a book edited, reprinted from journal article Sacchett, C., &
Humphreys, G. W. (2004). Calling a squirrel a squirrel but a
canoe a wigwam: A category-specific deficit for artefactual objects and
body parts. in D. a. Balota & E. J. Marsh (Eds.), Cognitive psychology:
Key readings in cognition (pp. 100–108). Psychology Press. (Reprinted
from ―Calling a squirrel a squirrel but a canoe a wigwam: A category-
specific deficit for artefactual objects and body parts,‖ 1992, Cognitive
Neuropsychology, 9[1], 73–86, http://doi.org/d4vb59
25) A chapter of a book edited, reprinted from another book Bronfenbrenner,
U. (2005). The social ecology of human development: A
retrospective conclusion. in U. Bronfenbrenner (Ed.), Making human
beings human: Bioecological perspectives on human development (pp.
27–40). SAGE Publications. (Reprinted from Brain and intelligence: The
ecology of child development, pp. 113–123, oleh F. Richardson, Ed., 1973,
National Educational Press)
26) A chapter of a book with the volume
Goldin-Meadow, S. (2015). Gesture and cognitive development. In L. S. Liben
& U. Mueller (Eds.), Handbook of child psychology and developmental
science: Vol. 2. Cognitive processes (7th ed., pp. 339–380). John Wiley &
Sons. https://doi.org/10.1002/9781118963418.childpsy209
27) A chapter of an Anthology
Lewin, K. (1999). Group decision and social change. in M. Gold (Ed.), The
complete social scientist: A Kurt Lewin reader (pp. 265–284).
American Psychological Association. https://doi.org/10.1037/10319-010
(Original work published in 1948)
28) An entry on a dictionary or encyclopedia Positive transference. in
APA dictionary of psychology. Retrieved on August 31, 2019, from
https://dictionary.apa.org/positivetransference
29) An entry on a dictionary or encyclopedia, with a single author
Graham, G. (2019). Behaviorism. In E. N. The Stanford encyclopedia of
philosophy (Summer 2019 ed.). Stanford University.
https://plato.stanford.edu/archives/sum2019/entries/behaviorism/
30) An entry on Wikipedia
List of oldest companies. (13 of January 2019). In Wikipedia.
https://en.wikipedia.org/w/index.php?title=List_of_oldest_companies&old
id=878158136
98
d. Official document from government/organization
1) A report from government/organization
Australian Government Productivity Commission & New Zealand
Productivity Commission. (2012). Strengthening trans-Tasman economic
relations. https://www.pc.gov.au/inquiries/completed/australia-
newzealand/report/trans-tasman.pdf
2) A report from a single author in organization/government
Fried, D., & Polyakova, A. (2018). Democratic defense against
disinformation. Atlantic Council. https://www.atlanticcouncil.org/images/
publications/Democratic_Defense_Against_Disinformation_FINAL.pdf
3) A report from a single author of an organization/government, published in
many series
Blackwell, D. L., Lucas, J. W., & Clarke, T. C. (2014). Summary health
statistics for U.S. adults: National Health Interview Survey, 2012 (Vital
and Health Statistics Series 10, Issue 260). Centers for Disease Control
and Prevention. https://www.cdc.gov/nchs/data/series/sr_10/sr10_260.pdf
4) A Report from Group Work
British Cardiovascular Society Working Group. (2016). British
Cardiovascular Society Working Group report: Out-of-hours
cardiovascular care: Management of cardiac emergencies and hospital in-
patients. British Cardiovascular Society. http://www.bcs.com/documents/
BCSOOHWP_Final_Report_05092016.pdf
5) Annual Report
U.S. Securities and Exchange Commission. (2017). Agency financial report:
Fiscal year 2017. https://www.sec.gov/files/sec-2017-agency-
financialreport.pdf
6) Codes of ethics
American Psychological Association. (2017). Ethical principles of
psychologists and code of conduct (2002, effectively change on 1
June 2010, and 1 January 2017).
https://www.apa.org/ethics/code/index.aspx
7) Grant Announcement
Blair, C. B. (Principal Investigator). (2015–2020). Stress, selfregulation and
psycho-pathology in middle childhood (Project No. 5R01HD081252-04)
[Grant]. Eunice Kennedy Shriver National Institute of Child Health &
Human Development. https://projectreporter.nih.gov/project_info_details.
cfm?aid=9473071&icde=40092311
8) Short Policy
Harwell, M. (2018). Don’t expect too much: The limited usefulness of
common SES measures and a prescription for change [Short Policy].
99
National Education Policy Center. https://nepc.colorado.edu/publication/
SES
9) Press release
U.S. Food and Drug Administration. (14 February 2019). FDA authorizes
first interoperable insulin pump intended to allow patients to customize
treatment through their individual diabetes management devices [Press
release]. https://www.fda.gov/NewsEvents/Newsroom/Press
Announcements/ucm631412.htm
e. Scientific Meeting
1) Conference Material
Fistek, A., Jester, E., & Sonnenberg, K. (12–15 July 2017). Everybody’s got a
little music in them: Using music therapy to connect, engage, and motivate
[Conference Material]. Autism Society National Conference, Milwaukee,
WI, United States. https://asa.confex.com/asa/2017/webprogramarchives/
Session9517.html
2) Presented Articles
Maddox, S., Hurling, J., Stewart, E., & Edwards, A. (30 March – 2 April 2016).
If mama ain’t happy, nobody’s happy: The effect of parental depression
on mood dysregulation in children [A presented article]. Southeastern
Psychological Association 62nd Annual Meeting, New Orleans, LA,
United States.
3) Presented Poster
Pearson, J. (27–30 September 2018). Fat talk and its effects on state-based
body image in women [A presented poster]. Australian Psychological
Society Congress, Sydney, NSW, Australia. http://bit.ly/2XGSThP
f. An Undergraduate Thesis/Thesis/Dissertation
1) An unpublished Undergraduate Thesis/Thesis/Dissertation
Harris, L. (2014). Instructional leadership perceptions and practices of
elementary school leaders [Unpublished Dissertation]. The University of
Virginia.
2) An Undergraduate Thesis/Thesis/Dissertation in the database
Hollander, M. M. (2017). Resistance to authority: Methodological innovations
and new lessons from the Milgram experiment (Publication No.
10289373) [Dissertation, University of Wisconsin–Madison].
ProQuest Dissertations and Theses Global.
3) An Undergraduate Thesis/Thesis/Dissertation published online (not in the database)
Hutcheson, V. H. (2012). Dealing with dual differences: Social coping
strategies of gifted and lesbian, gay, bisexual, transgender, and queer
adolescents [Tesis master, The College of William & Mary]. William &
100
Mary Digital Archive. https://digitalarchive.wm.edu/bitstream/
handle/10288/16594/HutchesonVirginia2012.pdf
g. Review
1) A film review published in a journal article
Mirabito, L. A., & Heck, N. C. (2016). Bringing LGBTQ youth theater into
the spotlight [Review film The year we thought about love, by E.
Brodsky, Dir.]. Psychology of Sexual Orientation and Gender Diversity,
3(4), 499–500. https://doi.org/10.1037/sgd0000205
2) A book review published in a newspaper
Santos, F. (11 January 2019). Reframing refugee children’s stories
[Review of We are displaced: My journey and stories from refugee
girls around the world, by M. Yousafzai]. The New York Times.
https://nyti.ms/2HIgjk3
3) A review of an episode of TV serial show published on the website
Perkins, D. (1 February 2018). The good place ends its remarkable second
season with irrational hope, unexpected gifts, and a smile [A review of
TV serial of the ―Somewhere else,‖ episode by M. Schur, Producer].
A.V. Club. https://www.avclub.com/the-good-place-ends-its-
remarkablesecond- season-with-i-1822649316
h. The works published unofficially

1) Unpublished manuscript
Yoo, J., Miyamoto, Y., Rigotti, A., & Ryff, C. (2016). Linking positive affect
to blood lipids: A cultural perspective [Unpublished manuscript].
Department of Psychology, University of Wisconsin–Madison.
2) On-written-process manuscript
O’Shea, M. (2018). Understanding proactive behavior in the workplace as a
function of gender [The manuscript is still written]. Department of
Management, University of Kansas.
3) A manuscript in submitted status
Lippincott, T., & Poindexter, E. K. (2019). Emotion recognition as a function
of facial cues: Implications for practice [The manuscript is in submitted
status]. Department of Psychology, University of Washington.
4) Pre-published Archive (Arvix)
Leuker, C., Samartzidis, L., Hertwig, R., & Pleskac, T. J. (2018). When
money talks: Judging risk and coercion in high-paying clinical trials.
PsyArXiv. https://doi.org/10.17605/OSF.IO/9P7CB
101
5) Informal manuscript in database ERIC
Ho, H.-K. (2014). Teacher preparation for early childhood special education in
Taiwan (ED545393). ERIC. https://files.eric.ed.gov/fulltext/ED545393.pdf
i. Data set
1) Data set
D’Souza, A., & Wiseheart, M. (2018). Cognitive effects of music and dance
training in children (ICPSR 37080; Version V1) [Data set]. ICPSR.
https://doi.org/10.3886/ICPSR37080.v1
2) Unpublished raw data
Baer, R. A. (2015). [Unpublished raw data on the correlations between the
Five Facet Mindfulness Questionnaire and the Kentucky Inventory of
Mindfulness Skills]. The University of Kentucky.
j. Software and tools

1) Software
Borenstein, M., Hedges, L., Higgins, J., & Rothstein, H. (2014).
Comprehensive meta-analysis (Version 3.3.070) [Software]. Biostat.
https://www.meta-analysis.com/
2) Tools and material
SR Research. (2016). Eyelink 1000 plus [Tools and material]. https://www.sr-
research.com/eyelink1000plus.html
3) Mobile application
Epocrates. (2019). Epocrates medical references (Version 18.12) [Mobile
application]. App Store. https://itunes.apple.com/us/app/epocrates/id28193
5788?mt=8
4) An entry on mobile application
Epocrates. (2019). Interaction check: Aspirin + sertraline. In Epocrates
medical references (Version 18.12) [Mobile application]. Google Play
Store.
https://play.google.com/store/apps/details?id=com.epocrates&hl=en_US
k. Research Instrument
1) Instrument Manual
Tellegen, A., & Ben-Porath, Y. S. (2011). Minnesota Multiphasic Personality
Inventory–2 Restructured Form (MMPI-2-RF): Technical manual.
Pearson.
102
2) Instrument Set
Project Implicit. (n.d.). Gender–Science IAT. https://implicit.harvard.edu/
implicit/takeatest.html
3) Database of measuring instrument result
Alonso-Tapia, J., Nieto, C., Merino-Tejedor, E., Huertas, J. A., & Ruiz, M.
(2018). Situated Goals Questionnaire for University Students (SGQ-U,
CMS-U) [Database record]. PsycTESTS. https://doi.org/10.1037/t66267-
000
l. Audiovisual media
1) Film or video
Jackson, P. (Director). (2001). The lord of the rings: The fellowship of the ring
[Film]. WingNut Films; The Saul Zaentz Company.
2) Film or video which is not in English
Malle, L. (Producer). (1987). Au revoir les enfants [Goodbye children] [Film].
Nouvelles Éditions de Films.
3) TV Series
Simon, D., Colesberry, R. F., & Kostroff Noble, N. (Executive Producers).
(2002–2008). The wire [TV series]. Blown Deadline Productions; HBO.
4) An episode of TV series
Barris, K. (Writer & Director). (11 January 2017). Lemons (Season 3, Episode
12) [TV series episode]. In K. Barris, J. Groff, A. Anderson, E. b. Dobbins,
L. Fishburne, & H. Sugland (Executive Producers), Black-ish. Wilmore
Films; Artists First; Cinema Gypsy Productions; ABC Studios.
5) TED Talk
Giertz, S. (2018, April). Why you should make useless things [Video]. TED
Conferences. https://www.ted.com/talks/simone_giertz_why_you_should_
make_useless_things
6) Webinar Recordings
Goldberg, J. F. (2018). Evaluating adverse drug effects [Webinar]. American
Psychiatric Association. https://education.psychiatry.org/Users/Product
Details.aspx?ActivityID=6172
7) YouTube videos
Fogarty, M. [Grammar Girl]. (30 September 2016). How to diagram a
sentence (absolute basics) [Video]. YouTube. https://youtu.be/deiEY
5Yq1qI
103
8) Music album
Bach, J. S. (2010). The Brandenburg concertos: Concertos BWV 1043 & 1060
[Album recorded by Academy of St Martin in the Fields]. Decca. (Original
music published in 1721)
9) A single
Lamar, K. (2017). Humble [Song]. On Damn. Aftermath Entertainment;
Interscope Records; Top Dawg Entertainment.
10) Audio Podcast
Vedantam, S. (Host). (2015–now). Hidden brain [Audio podcast]. NPR.
https://www.npr.org/series/423302056/hidden-brain
11) Series of Podcast
Glass, I. (Host). (12 August 2011). Amusement park (No. 443) [Series of
Podcast ]. This American life. WBEZ Chicago.
https://www.thisamericanlife.org/radioarchives/episode/443/amusement-
park
12) Radio Interview Recording
de Beauvoir, S. (4 May 1960). Simone de Beauvoir discusses the art of writing
[Interview]. Studs Terkel Radio Archive; The Chicago History Museum.
https://studsterkel.wfmt.com/programs/simone-de-beauvoir discusses-art-
writing
13) Speech Recording
King, M. L., Jr. (28 August 1963). I have a dream [speech recording].
American Rhetoric.
https://www.americanrhetoric.com/speeches/mlkihaveadream.
html
14) Art in the museum or website
Wood, G. (1930). American gothic [Painting]. Art Institute of Chicago,
Chicago, IL, United States. https://www.artic.edu/aic/collections/
artwork/6565
15) Clip art or stock image
GDJ. (2018). Neural network deep learning prismatic [Clip art]. Openclipart.
https://openclipart.org/detail/309343/neuralnetwork-deep-learning-
prismatic
16) Infographics
Rossman, J., & Palmer, R. (2015). Sorting through our space junk
[Infographics]. World Science Festival.
https://www.worldsciencefestival.com/2015/11/ space-junkinfographic/
104
17) Map
Google. (n.d.). [Google Maps directions for driving from La Paz, Bolivia, to
Lima, Peru]. Retrieved on 16 February 2020, from https://goo.gl/YYE3GR
18) Photography
McCurry, S. (1985). Afghan girl [Photography] National
Geographic.
https://www.nationalgeographic.com/magazine/nationalgeographi-
magazine-50-years-of-covers/#/ngm-1985-jun714.jpg
19) Powerpoint slides or lecture notes
Housand, B. (2016). Game on! Integrating games and simulations in the
classroom [PowerPoint slide]. SlideShare. https://www.slideshare.net/
brianhousand/game-on-iagc2016/
m. Social media
1) Twitter
APA Education [@APAEducation]. (29 June 2018). College students are
forming mental-health clubs—and they’re making a difference
@washingtonpost [Thumbnail with the link attached] [Tweet]. Twitter.
https://twitter.com/apaeducation/status/1012810490530140161
2) Twitter Profile
APA Style [@APA_Style]. (n.d.). Tweets [Twitter profile]. Twitter.
Retrieved on 1 November, from https://twitter.com/APA_Style
3) Facebook Post
News From Science. (26 June 2018). These frogs walk instead of hop:
https://scim.ag/2KlriwH [Video]. Facebook. https://www.facebook.com/
ScienceNOW/videos/10155508587605108/
4) Facebook fan page
Smithsonian’s National Zoo and Conservation Biology Institute. (n.d.). Home
[Facebook Fanspage ]. Facebook. Retrieved on 22 July 2019, from
https://www.facebook.com/nationalzoo
5) Instagram Photo/Video
Zeitz MOCAA [@zeitzmocaa]. (26 November 2018). Grade 6 learners from
Parkfields Primary School in Hanover Park visited the museum for a tour
and workshop hosted by [Photographs]. Instagram. https://instagram.
com/p/BqpHpjFBs3b/
6) Instagram highlight
The New York Public Library [@nypl]. (n.d.). The raven [Highlight].
Instagram. Retrieved on 16 April 2019, from https://bitly.com/2FV8bu3
105
7) Online forum post
National Aeronautics and Space Administration [nasa]. (12 September 2018,).
I’m NASA astronaut Scott Tingle. Ask me anything about adjusting to
being back on Earth after my first spaceflight! [Online forum post]. Reddit.
https://www.reddit.com/r/IAmA/comments/9fag
qy/im_nasa_astronaut_scott_tingle_ask_me_anything/
8) Newspaper Website, single author
Avramova, N. (3 January 2019). The secret to a long, happy, healthy life?
Think age-positive. CNN. https://www.cnn.com/2019/01/03/health/
respect-towardelderly-leads-to-long-life-intl/index.html
9) Website, group of authors (organization)
World Health Organization. (March 2018). Questions and answers on
immunization and vaccine safety. https://www.who.int/features/ qa/84/en/
n. Legal document
1) Laws
Regulation of Minister of Research, Technology, and Higher Education of the
Republic of Indonesia No 41 the Year 2017 about the organizational and
working system of Universitas Sulawesi Barat.
http://ditjenpp.kemenkumham.go.id/arsip/ bn/2017/bn805-2017.pdf
2) Copyright
Hiremath, S. C., Kumar, S., Lu, F., & Salehi, A. (2016). Using metaphors to
present concepts across different intellectual domains (U.S. Patent No.
9,367,592). U.S. Patent and Trademark Office. http://patft.uspto.gov/
netacgi/nph-Parser?patentnumber=9367592
106
CHAPTER VII
SCIENTIFIC ARTICLE
The Academic Rule of Universitas Sulawesi Barat in 2019 Article 38 Verse

9d states that students are required to conduct thorough research and write a thesis
as well as scientific articles under the writing guidelines provided.
The scientific article is the research paper made based on the finding of
thesis research conducted to be published in a scientific journal. The scientific
article should be written by the students under the supervision of the Supervisor.
The first writer of the scientific article is the students, while the supervisors
become the second and the third writers.
A. Scientific Article Components

The scientific article consists of the title, the writers' name, institution, e-
mail address, Indonesian and English abstract, introduction, research method,
findings and discussion, conclusion, and references.
B. Writing Style
The writing style in every journal is different (called: the house style), so it
should be learned thoroughly how is the style of the journal sent the article to.
Some of the referenced journals under the management of FTTE Universitas
Sulawesi Barat are the Indonesian Journal of Educational Science (IJES),
EDUVELOP: Journal of English Education and Development, PHYDAGOGIC
Physics and Pedagogy Journal, BIOMA: Biology and its Pedagogy Journal, and
PEDAMATH Journal on Pedagogical Mathematics. However, the students are
allowed to send their article to other journals organized by other institutions
outside FTTE Universitas Sulawesi Barat.
107
BIBLIOGRAPHY
Arikunto, S. (2006). Prosedur Penelitian: Suatu Pendekatan Praktik (Edisi Revisi

VI). Rineka Cipta.
American Psychological Association. (2019). Publication manual of the American
Psychological Association (7th ed.).
Borg, W. R. & Gall, M. D. (1989). Educational Research: An Introduction, Fifth
Edition. Longman.
Departemen Pendidikan dan Kebudayaan. (2003). Law of Republic of Indonesian
No 20, 2003, about National Education System
Faculty of Teacher Training and Education, Universitas Sulawesi Barat (2020)
Thesis Writing Guidelines.
Faculty of Teacher Training and Education, Universitas Halu Oleo (2019) Thesis
Writing Guidelines.
Faculty of Teacher Training and Education Universitas Mataram (2017) Thesis
Writing Guidelines.
Faculty of Teacher Training and Education Universitas Negeri Makassar (2017)
Faculty of Teacher Training and Education Universitas Sebelas Maret (2019)
Ministry of National Education. (2010). Regulation of Ministry of National
Education of Republic of Indonesia No 17, 2010 about the Prevention and
Countermeasures of Plagiarism in Higher Education
The Decree of The Universitas Sulawesi Barat Rector No B/2/UN55/HK.01/2019
About Academic Regulation of Universitas Sulawesi Barat
Moleong, L. (2000). Metode Penelitian Kualitatif. Remaja Rosdakarya.
Sekaran, U. (2003). Research Methods for Business: A Skill Building Approach.
John Wiley and Sons, Inc.
Soelistyo, H. (2011). Plagiarisme: Pelanggaran hak Cipta dan Etika. Penerbit
Kanisius
Sugiyono. (2007). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Alfabeta.
Sugiyono. (2011). Metode Penelitian Kombinasi (Mix Method). Alfabeta.
Sugiyono. (2015). Metode Penelitian Kombinasi (Mix Method). Alfabeta.
Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Alfabeta.
Sugiyono. (2018). Metode Penelitian Kualitatif. Alfabeta.
Sugiyono. (2019). Metode Penelitian dan Pengembangan. Alfabeta.
Sukmadinata, N. S. (2008). Metode Penelitian Pendidikan. PT. Remaja
Rosdakarya
Sumadi, S. (2009). Metodologi Penelitian. PT. Raja Grafindo Perkasa.
Suyadi. (2013). Panduan Penelitian Tindakan Kelas. Diva Press.
108
Universitas Negeri Yogyakarta. (2016). Pedoman Tugas Akhir.
Van den Akker., Gravemeijer., McKenney., & Nieveen. (2006). Educational
Design Research. Routledge.
109
Appendix 3a.1. Problem Identification Sheet Form A1
PROBLEM IDENTIFICATION SHEET

Name :
NIM :
Study Program:
No Problem Solution Reviewed Journal Proposal Title Design

1.
2.
1
3.
et al.
1.
2.
2
3.
et al.
1.
3
2.
108
Appendix 3a.1 Problem Identification Sheet
No Problem Solution Reviewed Journal Proposal Title Design
3.
et al.
Majene,. ....................... 20…
Acknowledged by,
Academic Advisor Proposer
NIP/NIDN NIM
109
Appendix 3a.2. The Candidate Supervisor Approval Sheet Form A2
MINISTRY OF EDUCATION AND CULTURE

Jalan Prof. Dr. Baharuddin Lopa, SH, Talumung, Majene, Sulawesi Barat
Telp/Fax: (0422) 22559. Website:http://unsulbar.ac.id
THE CANDIDATE SUPERVISOR APPROVAL SHEET
STUDENT IDENTITY:
Name :
NIM :
Study Program:
THE THESIS TITLE APPROVED BY THE ACADEMIC SUPERVISOR:
PROPOSED SUPERVISOR LECTURER:

No Lecturer Name Signature Notes:
1
2
Majene,… ...................... 20…
Acknowledged by,
Academic Advisor Proposer
NIP/NIDN STUDENT ID
110
Appendix 3a.3. Research Title Proposing Sheet Form A3

RESEARCH TITLE PROPOSING SHEET
STUDENT IDENTITY:
Name :
NIM :
Study Program:
PROPOSED TITLE OF THE THESIS:
PROPOSED SUPERVISOR LECTURER:
1.
2.
Majene, .........................20…
Acknowledged by,
Study Program Coordinator Study Program Secretary
NIP/NIDN NIP/NIDN
111
Appendix 4b.1. Thesis Monitoring Book Form B1
THESIS MONITORING
BOOK
NAME : …………………………...
NIM : ……………………………
STUDI PROGRAM :…………………………….

EDUCATION, UNIVERSITAS SULAWESI BARAT
112
CONSULTATION CARD OF STUDENT IDENTITY OF
FINAL ASSIGNMENT SUPERVISED STUDENT :
Day/Date Supervising Items dan Suggestion of Supervisor

Correction Sign NAME : ………………………………………………………………….
NIM : ………………………………………………………………….
BATCH : ………………………………………………………………….
STUDY PROGRAM : ………………………………………………………………….
THESIS TITLE : ………………………………………………………………….
………………………………………………………………….
………………………………………………………………….
Majene, ........................................... 2020
Supervisor I Supervisor II
(………………………………….) (…………………………………….)
NIP/NIDN NIP/NIDN
Acknowledged by
Study Program
Coordinator
(…………………………………...)
NIP/NIDN
113
CONSULTATION CARD OF STUDENT CONSULTATION CARD OF
FINAL ASSIGNMENT STUDENT FINAL ASSIGNMENT
Day/Date Supervising Items dan Suggestion of Supervisor Day/Date Supervising Items dan Suggestion of Supervisor
Correction Lecturer Correction Lecturer
Sign Sign
114
CONSULTATION CARD OF STUDENT CONSULTATION CARD OF STUDENT
FINAL ASSIGNMENT FINAL ASSIGNMENT
Day/Date Supervising Items dan Suggestion of Supervisor Day/Date Supervising Items dan Suggestion of Supervisor
Correction Lecturer Correction Lecturer
Sign Sign
115
Appendix 4b.2 Approval Sheet for Research Proposal Seminar Form B2
APPROVAL SHEET FOR RESEARCH PROPOSAL SEMINAR
(TITLE)
Proposed by
…………Name…………
..…..ID…....
had been checked and declared ready for the

seminar
Approved by
…………………
Supervisor I :
NIP/NIDN
…………………
Supervisor II :
NIP/NIDN
Majene, .................................... 20…

Acknowledged by,
Study Program Coordinator
………………………………
NIP/NIDN
116
Appendix 4b.3. Control Card for Seminar Form B3
SEMINAR CONTROL CARD FACULTY

RULES ON USING THE OF TEACHER TRAINING AND EDUCATION
CONTROL CARD FOR SEMINAR UNIVERSITAS SULAWESI BARAT
The control card should be presented when

attending a proposal/research finding seminar.
After attending the seminar, the control card will be given to
the seminar secretary to be signed.
Filling the control card should be done in person.
Students have to attend at least 10 seminars: 6 research
proposal seminars and 4 research finding seminars.
Seminar Control Card is the requirement to conduct a
seminar for the student who chooses thesis course.
The students can have a proposal seminar if only they
already attend a minimum of 6 proposal seminars.
The students can have a research finding seminar if only
they already attend a minimum of 4 research finding
seminars.
Seminar control card should be kept carefully, if it is lost,
the seminars already attended before will not be counted.
NAME :……………………………………………
NIM :……………………………………………
CLASS :……………………………………………
STUDI PROGRAM :……………………………………………
117
PROPOSAL/THESIS PROPOSAL/THESIS
NO DAY/DATE PRESENTER TITLE SIGN NO DAY/DATE PRESENTER TITLE SIGN
1 10
2 11
3 12
4 13
5 14
6 15
7 16
8 17
118
Appendix 4c.1 Receipt of Seminar Invitation and Research Proposal Document
Form C1

RECEIPT OF SEMINAR INVITATION AND RESEARCH PROPOSAL DOCUMENT
Name : …………………………………………………………………………………………………….
NIM : …………………………………………………………………………………………………….
Title : …………………………………………………………………………………………………….
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
List of lecturers who are going to attend the seminar and have been given the seminar invitation and the
research proposal draft
NO LECTURER NAME DATE OF SIGNATURE/SIGN

ACCEPTANCE
1 1
2 2
3 3
4 4
Majene, .............................20…
Head/Secretary* of the Session,
NIP/NIDN
*cross the unnecessary ones

119
Appendix 4c.2. Research Proposal Seminar Report
Form C2

RESEARCH PROPOSAL SEMINAR REPORT
On day …………… date ……….. month ………….…… year ………… time ……….. WITA in Room
............................... the Seminar Proposal had been presented by:
Name : …………………………………………………………………………………………………….
NIM : …………………………………………………………………………………………………….
Title : …………………………………………………………………………………………………….
…………………………………………………………………………………………………….
Research Supervisor : 1. ……………………………………………………………………………..
2. ……………………………………………………………………………...
Examiner : 1. ……………………………………………………………………………..
2. ……………………………………………………………………………..
Number of participants : 1. Supervisor =............................... Persons

2. Examiner =............................... Persons
3. Lecturers =............................... Persons
4. Students =............................... Persons
NO LECTURER NAME POSITION SIGNATURE/SIGN

1 Head of the 1
Session 2
2 Secretary of the
Session
3 Supervisor I 3
4
4 Supervisor II
5 Examiner I 5
6
6 Examiner II
Majene, .............................20…
NIP/NIDN
129
Appendix 4c.3. Attendance List of Research Proposal Seminar
Form C3

ATTENDANCE LIST OF RESEARCH PROPOSAL SEMINAR

NAME/ID :
DAY/DATE :
A. Examiner Team
NO NAME POSITION SIGNATURE/SIGN
1 Head of the 1.
Session
2 Supervisor I 2.
3 Supervisor II 3.
4 Examiner I 4.
5 Examiner II 5.
B. Participants
NO NAME POSITION SIGNATURE/SIGN
1 1.
2 2.
3 3.
4 4.
5 5.
6 6.
7 7.
8 8.
9 9.
10 10.
11 11.
12 12.
13 13.
14 14.
15 15.
16 16.
17 17.
18 18.
19 19.
20 20.
21 21.
22 22.
Acknowledged by,
Head/Secretary* of the
Session,
*cross the unnecessary ones NIP/NIDN
121
Appendix 4c.4. SUGGESTION/CORRECTION FORMAT FOR RESEARCH PROPOSAL SEMINAR
Form C4

SUGGESTION/CORRECTION FORMAT FOR RESEARCH PROPOSAL SEMINAR
Name : …………………………………………
NIM : …………………………………….……
Title : ………………………………….………
Research Supervisor Suggestion/Correction

1. …………………………………….. ………………………………………………………………………
………………………………………………………………………
…………………………………………………………………..
2. …………………………………….. ………………………………………………………………………
………………………………………………………………………
…………………………………………………………………..
Examiner Suggestion/Correction
1. …………………………………….. ………………………………………………………………………
………………………………………………………………………
…………………………………………………………………..
2. …………………………………….. ………………………………………………………………………
………………………………………………………………………
…………………………………………………………………..
122
Appendix 4c.5. Scoring Format for Research Proposal Seminar
Form C5

SCORING FORMAT FOR RESEARCH PROPOSAL SEMINAR
Name :
NIM :
Studi program :
Research Title : …………………………………………………………………………………………….
.............................................................................................................................
............................................................................................................................. .
No ASPECT TO BE ASSESSED SCORE Note

1 Research Idea
2 Theoretical Review
3 Research Method
4 Writing convention
5 Presentation Skill
6 Content Mastery
Average Score
Final Score (FS): Total (Score) =...........................

The Examiner 6
85 ≤ FS ≤ 100 = A
80 ≤ FS < 85 = A-
75 ≤ FS < 80 = B+
70 ≤ FS < 75 = B Majene, ..............................20…
65 ≤ FS < 70 = B-
50 ≤ FS < 65 = C Committee :
40 ≤ FS < 50 = D Name :
< 40 = E NIP/NIDN :
Signature:.........................................
123
Appendix 4c.6. Recapitulation of Score for Research Proposal Seminar
Form C6

RECAPITULATION OF SCORE FOR PROPOSAL SEMINAR
Name/ID :
Study Program :
Research Title :
No ASPECT TO BE ASSESSED B1 B2 U1 U2 Score (letter)

1 Research Idea
3 Research Method
6 Content Mastery
Average Score
Based on the result of the examiner meeting, the research proposal of the student stated
above is ELIGIBLE/NOT ELIGIBLE* TO PROCEED WITH THE RESEARCH STAGE
under the correction period no more than ……… weeks/months*
Scoring System:
85 ≤ FS ≤ 100 = A
80 ≤ FS < 85 = A-
75 ≤ FS < 80 = B+
70 ≤ FS < 75 = B
65 ≤ FS < 70 = B-
50 ≤ FS < 65 = C
40 ≤ FS < 50 = D Majene, .................................... 20….
< 40 = E Acknowledged by,
Notes: C, D, and E are Failed Head/Secretary* of the Session
Notes:
B1 = Supervisor I
B2 = Supervisor II
U1 = Examiner I
U2 = Examiner II NIP/NIDN
124
Appendix 4c.7. List of Score for Research Proposal Seminar
Form C7

LIST OF SOCRE FOR RESEARCH SEMINAR
NO NIM STUDENT'S NAME AVERAGE SCORE NOTES:
Signed in Majene,
On the date ........................................ 20..
NIP/NIDN
125
Appendix 4d.1. Correction Sheet for Research Proposal
Form D1
CORRECTION SHEET FOR RESEARCH PROPOSAL
Title :
Name :
NIM :
Study Program :
Faculty : Education and Teacher Training
Has done the revision and checked by the examiners and supervisors
based on the revision/suggestion/question on seminar proposal on
……………………..
Majene, .......................... 20…
Approved by
Supervisor
Comission
Examiner I Examiner II
NIP/NIDN NIP/NIDN
Supervisor I Supervisor II
NIP/NIDN NIP/NIDN
126
Appendix 4d.2. Approval Sheet for the Research Proposal
Form D2
APPROVAL SHEET FOR THE RESEARCH PROPOSAL
(TITLE)
Proposed by
…………Name…………
..…..ID…....
had been checked and declared eligible to

conduct the research
Approved by
…………………
Supervisor I :
NIP/NIDN
…………………
Supervisor II :
NIP/NIDN
Majene, ....................................20…
Acknowledged by,
…………………………….
NIP/NIDN
127
Appendix 4e.1. Research Permit Letter Form E1

Majene, ……………………….
Number :
Attachment :
Subject : Research Permit Application
To: …………………………..
In
Majene
Through this letter, we would like to inform you that the student with the following
data:
Nama :
NIM :
Study Program:
Faculty :
Will conduct research as one of the requirement to get a degree from FETT
Universitas Sulawesi Barat.
With the title:

............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
Research Supervisor : 1.
2.
Research Location :
The research will be conducted for …………… months, starting on month/year .................... s.d.
month/year ……………….., thus we hope the student will be granted permission.
Thank you for your assistance and cooperation.
Vice Dean I for Academic and

Students Affair
NIP/NIDN
128
Appendix 4f.1 Thesis Examination Approval Sheet
Form F1
THESIS EXAMINATION APPROVAL SHEET
(TITLE)
Proposed by
…………Name…………
..…..ID…....
had been checked and declared ready for the thesis

exam
Approved by
…………………
Supervisor I :
NIP/NIDN
…………………
Supervisor II :
NIP/NIDN
Majene, .................................... 20…

Acknowledged by,
………………………………
NIP/NIDN
129
Appendix 4f.2. RECEIPT OF EXAM INVITATION AND THESIS MANUSCRIPT
Form F2

RECEIPT OF EXAM INVITATION AND THESIS MANUSCRIPT
Name : …………………………………………………………………………………………………….
NIM : …………………………………………………………………………………………………….
Title : …………………………………………………………………………………………………….
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
Name of the Lecturers who are going to attend the thesis exam and already got the exam invitation and the
thesis draft
NO LECTURER NAME DATE OF SIGNATURE/SIGN

ACCEPTANCE
1 1
2 2
3 3
4 4
5 5
Majene, .............................20…
NIP/NIDN
130
Appendix 4f.3. Thesis Examination Report
Form F3

THESIS EXAMINATION REPORT
DAY / DATE :
TIME :
PLACE :
No Lecturer Name Position Signature
1. Head of the 1. .......................

Session
2. Secretary of the 2. .....................
Session
3. Member 3. .......................
4. Member 4. .......................
5. Member 5. ……………….
6. Member 6. .......................
Supervisor
1. Supervisor I 1. ......................
2. Supervisor II 2. ......................
3. Students 3. ......................
Thesis Title
The title:
Majene, …………………….. 20...

_
NIP/NIDN
131
Appendix 4f.4. Suggestion/Correction Format for Thesis Examination
Form F4

SUGGESTION/CORRECTION FORMAT FOR THESIS EXAMINATION
Name : …………………………………………
NIM : …………………………………….……
Title : ………………………………….………
Examiner Team Suggestion/Correction

1. …………………………………….. ………………………………………………………………………
………………………………………………………………………
…………………………………………………………………..
2. …………………………………….. ………………………………………………………………………
………………………………………………………………………
…………………………………………………………………..
3. …………………………………….. ………………………………………………………………………
………………………………………………………………………
…………………………………………………………………..
4. …………………………………….. ………………………………………………………………………
………………………………………………………………………
…………………………………………………………………..
5. …………………………………….. ………………………………………………………………………
………………………………………………………………………
…………………………………………………………………..
132
Appendix 4f.5. Scoring Format for Thesis Examination
Form F5

SCORING FORMAT FOR THESIS EXAMINATION
Student's Name :
NIM :
Department :
Research Title :
............................................................................................................................. .
............................................................................................................................ ..
No Component/Aspect SCO Not

RE e
2 Research Method
3 The Discussion of Research finding
6 Content Mastery
Average Score
Final Score (FS): Total (Score) =...........................

The Examiner 6
85 ≤ FS ≤ 100 = A
80 ≤ FS < 85 = A-
75 ≤ FS < 80 = B+
70 ≤ FS < 75 = B Majene, ..............................20…
65 ≤ FS < 70 = B-
50 ≤ FS < 65 = C Committee :
40 ≤ FS < 50 = D Name :
< 40 = E NIP/NIDN :
Signature :.........................................
133
Appendix 4f.6. Recapitulation of Score for Thesis Examination
Form F6
RECAPITULATION OF SCORE FOR THESIS EXAMINATION
Name/ID :
Study Program :
Thesis Title :
No ASPECT TO BE ASSESSED B1 B2 U1 U2 U3 Score (letter)
1 Background
2 Literature Review
3 Research Method
4 The Quality of Research Findings
6 Content Mastery
Average Score
Based on the meeting result of the examiner team, the thesis of the student mentioned previously
ACCEPTED WITHOUT ANY REVISION/ACCEPTED WITH REVISION/NOT ACCEPTED*
under the correction period no more than ……… weeks/months*
Scoring System:
85 ≤ FS ≤ 100 = A
80 ≤ FS < 85 = A-
75 ≤ FS < 80 = B+
70 ≤ FS < 75 = B
65 ≤ FS < 70 = B-
50 ≤ FS < 65 = C
40 ≤ FS < 50 = D
< 40 = E Majene, .................................... 20….
Notes: C, D, and E are Failed Acknowledged by,
Head/Secretary* of the Session
Notes:
B1 = Supervisor I
B2 = Supervisor II
U1 = Examiner I
U2 = Examiner II
U3 = Examiner III NIP/NIDN
134
Appendix 4f.7. Recapitulation of Score for Thesis Final Score
Form F7

RECAPITULATION OF SCORE FOR THESIS FINAL SCORE
Name/ID :
Study Program :
Thesis Title :
No ASPECT TO BE Weight Mark (N*) Score (B x N)

ASSESSED (B)
1 Research Proposal Seminar 30%
2 Thesis Examination 70%
Total (Final Score)
Majene, ............................. 20…
Exami Name Signature

ner
Head of the Session
Supervisor I
Supervisor II
Examiner I
Examiner II
135
Appendix 4g.1. Judisium Agenda
Form G1

JUDISIUM AGENDA
1. Opening by MC.
2. Singing the National Anthem of Indonesia
3. Singing the Mars of Universitas Sulawesi Barat
4. Reciting the Pray
5. The reciting of Dean's Decree about the name of judisium participant by The Head of Study
Program.
6. The inauguration of the judisium participants by the Head of Faculty following these steps:
a) MC asks all the judisium participants to stand up.
b) Recitation of the oath and promise by the judisium participants led by one of the students'
delegation and followed by all judisium participants.
c) The Head of Faculty inaugurates the judisium participants by firstly asking for their
willingness to be inaugurated.
d) The Head of Faculty signs the Official Judisium Process.
e) MC asks all the judisium participants to be seated.
7. Address and advice from the Head of Faculty.
8. Valedictory Speech by the judisium participant (student's delegation).
9. Group photos with all participants and Head of Faculty and The Head of Study Program.
10. Closing
136
Appendix 4g.2. Judisium Pledge and Swear Text
Form G2

JUDISIUM PLEDGE AND SWEAR

EDUCATION
In the name of Almighty God, we, the judisium participants of Faculty of Teacher Training and Education
Universitas Sulawesi Barat recite the pledge and swear:
1. Ready to work for the religion, nation, and country under the Pancasila and Undang-Undang Dasar 1945
2. Ready to save, protect, and maintain the unity of the Republic of Indonesia as well as its diversity of cultures.
3. Ready to apply the knowledge to the community, religion, and nation.
4. Always be loyal and praise the name of Faculty of Teacher Training and Education Universitas Sulawesi
Barat in any place.
5. Ready to support and practice the anti-corruption acts wherever the place to work at.
6. Not feeling satisfied and always want to learn until the end of life, both formally and informally.
Majene, ............................ 20…
137
Appendix 4g.3. Judisium Participant Inauguration Text
Text Form G3
THE JUDISIUM INAUGURATION FACULTY OF

TEACHER TRAINING AND EDUCATION
Assalamu alaikum warahmatullahi wabarakatuh.

By reciting bismillahirrahmanirrahim, The Dean of Faculty of Teacher Training and Education Universitas
Sulawesi Barat on this day ……………, date ....... month ……..….year …….. inaugurates all of you that already
mentioned by names in judisium as the Bachelor of Education on Undergraduate Program Study Program
………………..……., Program Studi ………………..……., Program Studi..............................................................,
and Study Program ………………..……. Faculty of Teacher Training and Education, Universitas Sulawesi Barat
May the Almighty God give his blessing on us. Amien
Wassalamu alaikum warahmatullahi wabarakatuh.
138
Appendix 5.1. Final Thesis Cover Format
Notes:
The cover of the thesis is in Beige (the color of FTTE Unsulbar)
139
Appendix 5.2. Thesis Proposal Title Format
140
Appendix 5.3. Thesis Exam Title Format
141
Appendix 5.4. Thesis Approval Sheet Format
APPROVAL SHEET
THE THESIS TITLE IS WRITTEN IN TIMES NEW ROMAN FONT

12 BOLD CENTRE UPPERCASE 1.5 PT SPACE BLACK INK
STUDENT'S NAME NIM

.........................................
Has successfully defended the thesis in front

of the Examiner Team of Faculty of Teacher
Training and Education on: ..........................
EXAMINATION
COMMITTEE
Chair of the :…………………………………… (……………………..)

examiner
Secretary of Exam :…………………………………… (……………………..)
Committee
Supervisor I :…………………………………… (……………………..)
Supervisor II :…………………………………… (……………………..)
Examiner I :…………………………………… (……………………..)
Examiner II :…………………………………… (……………………..)
Majene, ................................
FACULTY OF TEACHER TRAINING
AND EDUCATION, UNIVERSITAS
SULAWESI BARAT
Dean,
NIP.
142
Appendix 5.5. Thesis Originality Statement Format
STATEMENT OF WORK ORIGINALITY
The one who is filed below:
Student's Name : ..................................................

NIM : ..................................................
Study Program : ..................................................
Hereby states that the thesis is his/her original work and has never been submitted
for an undergraduate degree in a higher school, and as far I am concern in this
thesis no work or opinion has been written or published by others except has been
referred explicitly in this document and listed in the bibliography.
If in the future, it is proven that this thesis is a copy, I am willing to accept the
sanction for my act.
Majene, ..........................
Signed by
Duty Stamp
Rp6.000
Student's name
ID. ..............................
143
Appendix 5.6. Thesis Publication Approval Format
STATEMENT LETTER OF THESIS PUBLICATION APPROVAL
The one who is filed below:
Name :
NIM :
Study Program :
for the development of knowledge, give approval to Universitas Sulawesi Barat

Non-exclusive Royalty-Free Right over my thesis under the title
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
with the research instrument (if needed). Universitas Sulawesi Barat posses the
right to save, convert, manage in the database, maintain, and published my thesis
under the condition of having my name referred to as the writer/author and the
owner of the copyright.
This statement has been made in full awareness
Majene, .....................
Signed by
Student's name
ID. ........................
144
Appendix 5.7. The Example of Motto Page
MOTTO
The smooth road will not make a skillful driver The clear
sky will not make an aggressive pilot Calm water will not
make a tough sailor
Thus, be a strong and clever person in facing any obstacles
When one door of opportunity is closed,

other ones will be opened soon
Thus, do not stay too long in front of the closed door that you forget
that other ones have been opened
145
Appendix 5.8. The Example of Abstract In Indonesian
INDONESIAN ABSTRACT
SUHARJO: Peranan Modal Sosial dalam Perbaikan Mutu Sekolah Dasar di Kota
Majene. Skripsi. Majene: Fakultas Keguruan dan Ilmu Pendidikan,
Universitas Sulawesi Barat, 2020.
Tujuan penelitian ini adalah untuk mengetahui pola akses dan pemanfaatan
modal sosial serta peranan modal sosial dalam perbaikan mutu sekolah dasar di
Kota Majene. Pendekatan yang digunakan dalam penelitian ini adalah kualitatif.
Subjek penelitian dengan teknik purposive samling terdiri atas kepala sekolah,
guru, siswa, dan anggota komite sekolah di SDN tipe A (satu sekolah besar) dan
SDN tipe C (satu sekolah kecil). Data penelitian dikumpulkan melalui wawancara
mendalam, observasi partisipan, dan analisis dokumen. Data penelitian ini
dianalisis menggunakan teknik analisis kualitatif secara interaktif maju
berkelanjutan diantara pengumpulan dara, pengorganisasian data, pengkodean dan
pengkategorisasian data, identifikasi konsep, dan penarikan kesimpulan.
Penelitian ini menunjukkan bahwa mutu sekolah di SDN tipe A dan SDN tipe C
mengalami kemajuan melalui pemanfaatan modal sosial dalam dimensi jaringan
dan norma-norma untuk perbaikan mutu sekolah. Kemajuan mutu sekolah di SDN
tipe A dan SDN tipe C meliputi lingkungan fisik sekolah, budaya sekolah, dan
prestasi akademik. Namun, SDN tipe A telah mengalami kemajuan mutu sekolah
yang lebih banyak dan lebih baik dibandingkan SDN tipe C.
Kata kunci: peranan, modal sosial, mutu sekolah dasar
146
Appendix 5.9. The Example of Abstract
ABSTRACT IN ENGLISH
SUHARJO: The Role of Social Capital in Improving Primary School Quality in

Majene Regency. Undergraduate Thesis. Majene: Faculty of Teacher
Training and Education, Universitas Sulawesi Barat, 2020.
This study aims to reveal the pattern of access and utilization of social
capital in primary schools as well as the role of social capital in improving the
quality of primary schools in Majene Regency. This study employed qualitative
research. The research subjects comprised principals, teachers, students, and
school committee members in Public Primary School of type A (a big school) and
Public Primary School of type C (a small school). They were selected utilizing
purposive sampling techniques. The data were collected through in-depth
interviews, participant observation, and document analysis. The data were
analyzed using the qualitative analysis techniques progressing interactively among
data collecting, data organizing, data coding and categorizing, concept identifying,
and conclusion drawing. This research shows that school quality of public primary
school of type A and type C had improvement through social capital (networks
and norms dimension) for improving the quality of the schools. The schools
improved in terms of school physical environment, school culture (school values),
and educational attainment. However, the public primary school of type A had
better improvement in terms of quality than those of the public primary school of
type C.
Keywords: role, social capital, primary school quality
147
Appendix 5.10. The Example of Preface Page
PREFACE
All the praise goes to Allah SWT, the merciful one, who provides the
knowledge, inspiration, and magnificence. His approval let the researcher to
finally complete this thesis under the title "The Implementation of Group
Discussion with Talking Stick to Improve Students' Oral Activity and English
Learning Independence". This thesis is one of the requirements for obtaining
the Bachelor's degree in English Education Study Program, Faculty of Teacher
Training and Education, Universitas Sulawesi Barat. The researcher believes that
this thesis cannot be completed without any assistance, guidance, and suggestion
from many parties. Thus, the researcher would say his/her appreciation to:
1. The Dean of Faculty of Teacher Training and Education, Universitas Sulawesi Barat
2. The Head of ......... Study Program, Faculty of Teacher Training and
Education, Universitas Sulawesi Barat
3. Mr/Mrs .................................. , as Supervisor I, who always gave
motivation and guidance in writing this thesis.
4. Mr/Mrs ................................. , as Supervisor II, who always gave
guidance and suggestions in writing this thesis.
5. The Headmaster of SMA Negeri , who had provided the opportunity and place to
collect the data for this research.
6. Mr/Ms ..................... , as the ......... teacher SMA Negeri
...................., who had given the guidance and assistance in for this research.
7. All the students of SMA Negeri 1 Majene who had been participated in this
research.
8. All parties who had provided their assistance in writing this thesis cannot be
mentioned one by one.
The researcher is fully aware that his thesis is far from perfection due to
his/her limitation. However, the researcher hopes this thesis can be beneficial for
its reader and the development of knowledge.
Majene,
.................................
Signature
The researcher
148
Appendix 5.11. The Example of Table of Contents
TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL PAGE ii
ACKNOWLEDGEMENT PAGE iii
MOTTO iv
INDONESIAN ABSTRACT v
ABSTRACT IN ENGLISH vi
PREFACE vii
TABLE OF CONTENTS viii
LIST OF TABLES x
LIST OF FIGURES xii
LIST OF APPENDIXES xii
A. Background 1
B. Problem Identification 5
C. Research Problem 5
D. Research Objective 6
E. Research Benefits 6

A. Theoretical Review 8
B. Theoritical Framework 50

A. Type and Model of Development 55
B. Research Schedule and Location 65
C. Research Subject 65
D. Research Procedure 67
E. Research Instrument 70
149
F. Data Analysis Technique 71
CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Research Finding 80
1. Defining Stage 80
2. Designing Stage 85
3. Developing Stage 85
4. Dissemination Stage 99
B. Discussion 100
1. The Feasibility of the Lesson Plan for Project-based 100
Learning
113
2. The Feasibility of the LKPD for Project-based Learning

119
A. Conclusion
120
B. Suggestion
124
BIBLIOGRAPHY
125
APPENDIXES
150
Appendix 5.12. The Example of List of Tables
LIST OF TABLES
Number Title Page

Table 2.1. Instructional Structure of Physics
2013 Curriculum 92
Table 2.2. Galileo experiments on Motion 106
Table 2.3. Things and Their Movement 108
Table 2.4. The acceleration of free fall due to gravity
of the Earth 112
Table 2.5. Gravity acceleration on planetary things 112
Table 2.6. Friction coefficient of some things 117
Table 2.7. Summary of Fundamental Forces 132
Table 3.1. Criteria of Expert Validation Result 160
Table 3.2. Criteria of Expert Validation 163
Table 4.1. Expert Validation Result on Lesson Plan 195
Table 4.2. Expert Validation Result on LKPD 196
Table 4.3. Expert Validation Result on Instructional Material 197
Table 4.4. Expert Validation Result on Evaluation Instrument 198
151
Appendix 5.13. The Example of List of Figures
LIST OF FIGURES
Number Title Page

Figure 2.1. Syntax Project-based Learning 69
Figure 2.2. The Gravity 109
Figure 2.3. Kinetic Friction 114
Figure 2.4. Microscopically rough steel 115
Figure 2.5. Coefficient of friction 117
Figure 2.6. Mass distribution 119
Figure 2.7. Theoritical Framework 142
Figure 3.1. Gantt Chart Research 147
Figure 3.2. Development Model Summary 154
Figure 3.3. Design One-Shot Case Study 155
Figure 3.4. Posttest-Only Control Design 156
Figure 4.1 Bivariate Normality Test 207
Figure 4.2. Varian Equality Test Result with Levene's Test
207
Figure 4.3. Similarity Test of Variant-Covariant Matrix with
Box's Test 208
152
Appendix 5.14. The Example of List of Appendixes
LIST OF APPENDIXES
Number Title Page

Appendix 1.1 The Observation Result of Year X of SMA N 3 51
Majene
Appendix 1.2 Interview Result of Year X Teacher at
60
SMA N 3 Majene
62
Appendix 1.3 Lesson PlanProject-based Learning
79
Appendix 1.4 LKPD Project-based Learning
88
Appendix 1.5 Instructional Material Project-based Learning
94
Appendix 1.6 The blueprint of PjBL Evaluation Instrument
Appendix 2.1 The Validation Sheet of Feasibility Test Instrument 137
Appendix 2.2 Questionnaire for the feasibility of the Lesson Plan 169
Appendix 2.3 Questionnaire for the feasibility of the LKPD 176
Appendix 2.4 Questionnaire for Students' Response on LKPD 194
Appendix 2.5 Questionnaire for Students' Response to Teaching

Material 195
Appendix 3.1 The Analysis of Expert Evaluation on Lesson Plan 213
Appendix 3.2 The Analysis of Expert Validation on LKPD 214
Appendix 3.3 QUEST Analysis on Multiple Choice Question Item

(Empirical 217
Test)
Appendix 3.4 Reliability Test of Experimental Question Item 217
(Empirical 218
Test) 219
Appendix 4.1 The Decree for Assigning the Supervisor
220
Appendix 4.2 The Permit Letter for Pre-Survey
Appendix 4.3 Thesis Proposal Seminar Report 223
Appendix 4.4 Statement Letter of The Validation of Instrument
Feasibility 224
Evaluation 226
Appendix 4.5 Statement Letter of Feasibility Evaluation by UNY
Lecturer 227
228
Appendix 4.6 Research Permit Letter
Appendix 4.7 Statement Letter of Conducting the Research
Appendix 4.8 Research Documentation
153
Appendix 5.15. The Example of Theoritical Framework
Introducing the initial information

about learning material
Motivation
Providing problems as problem- Aspect:
solving questions related to daily life Attention
activities.
Thinking Aloud: The teacher Motivation Aspect:

Relevance
provides the time for every student to
understand the problem and giving
questions regarding their Motivation
understanding and asking the Aspect: Self
problems. Confidence
Pair: Each pair discuss the solution for Motivation

each problem. Aspect:
Satisfaction
Problem Solving: Problem Solver Problem

applies the problem-solving plan Solving:
TAPPS assisted by the series of questions Understand
from the listener. ing the
Problem
The teacher asks one of the students to
present their discussion results in front Problem
of the class. Solving:
Planning the
The other students respond to the Solution
discussion result presented by the
students.
Problem
Solving:
Applying the
Plan
The teacher evaluates the students' Problem

answers and strengthens the students' Solving:
answers as well as provides the Reviewing
solution for the difficulties.
The teacher identifies the students who

have/haven't understood the learning
material by seeing their discussion
result and give an additional score.
Notes:
it means it is effective
Figure 2.7. Theoritical Framework Flow Cart
Source:
Hakim, F. (2014). The Effect of TAPPS Learning Strategy toward students'
learning motivation and their competency on solving Math problem of Year VIII
MTsN Model Makassar [Unpublished Thesis] Universitas Negeri Makassar
154
Appendix 5.16 The Example of Bibliography
BIBLIOGRAPHY
Ampa, A. T., Basri, M., & Andriani, A. A. (2013). The development of contextual
learning materials for English speaking skills. International Journal of
Education and Research, 1(9), 1–10. https://www.ijern.com/journal/
September-2013/11.pdf
Amry, A. B. (2014). The impact of WhatsApp mobile social learning on the

achievement and attitudes of female students compared with face to face
learning in the classroom. European Scientific Journal, 10(22), 116–136.
https://eujournal.org/index.php/esj/article/view/3909
Baran, E. (2014). A review of research on mobile learning in teacher education.
Journal of Educational Technology & Society, 17(4), 17-32.
https://www.jstor.org/stable/jeductechsoci.17.4.17
Casmini. (2014). Evaluasi dan peninjauan kurikulum BK berbasis KKNI.
HISBAH: Jurnal Bimbingan Konseling dan Dakwah Islam, 11(1), 125-
144. http://ejournal.uin-suka.ac.id/dakwah/hisbah/article/view/156
DiMarzio, J. (2008). Android a programmer’s guide. Mc Graw Hill.
Dykstrea, D. I., Boyle, C. F., & Monarch, I. A. (1992). Studying conceptual

change in learning physics. Science Education, 76, 615-652. https://doi.
org/10.1002/sce.3730760605
Ekowati, K., Darwis, M., Upa, H. M. d. P., & Tahmir, A. (2015). The Application
of Contextual Approach in Learning Mathematics to Improve Students
Motivation at SMPN 1 Kupang. International Education Studies, 8(8), 81-
86. http://www.ccsenet.org/journal/index.php/ies/article/view/51498
Felker, D., & Dobbs, J. (2011). Android application development for dummies.
Wiley Publishing, Inc.
155
Appendix 5.17. The Example of Research Schedule
MONTH
NO ACTIVITY
Jan Feb Mar Apr May Jun Jul Aug Sep Oct
1. Research Preparation
a. Dealing with the permit
b. Talk to the head master
and teacher
c. Creating the questioner
and reading test
d. Trying out the questioner
e. Analyzing the result of try

out test and revise the
questioner and the test
f. Final check and duplicating
the questioner and the test
2 Conducting Research
a. Conducting the pretest
reading and measuring the
reading interest
b. Conducting the experiment
c. Conducting the posttest
d. Analyzing the data from
the experiment
3 Writing the report/thesis
a. Draft writing
b. Thesis Writing
4 Thesis Examination
and Revision
156
Appendix 6.1. Writing Hierarchical Rule
3 cm
CHAPTER IV
1.5 space
RESEARCH FINDING AND
DISCUSSION 3 space
A. Research Finding (subchapter)

Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 1.5 space
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 2 space
1. Competency Mastery (sub subchapter)

Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 1.5 space
a. Concept Mastery (the fourth level)

Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
1) Science Processing Skill (the fifth level)
4 cm Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 3 cm
a) Biology Lab Work (the sixth level)

Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 1.5
space
(1) Genetics Observation (the seventh level)
(a) Hardy-Weinberg Principle (The Eighth Level)
B. Discussion (Subchapter)
1.5 space
xxxxxxxxxxxxxxxxxxx
3 cm 157
BAHASA INDONESIA
Lampiran 3a.2. Lembar Kesediaan Calon Dosen Pembimbing

Form A2
110
KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
LEMBAR KESEDIAAN CALON DOSEN PEMBIMBING
IDENTITAS MAHASISWA:
Nama :
NIM :
Program Studi :
JUDUL SKRIPSI YANG DISETUJUI PENASIHAT AKADEMIK:
DOSEN PEMBIMBING YANG DIUSULKAN:

No Nama Dosen Tanda Tangan Keterangan
1
2
Majene,… ...................... 20…
Mengetahui,
Penasihat Akademik Pengusul
NIP/NIDN. NIM.
111
Lampiran 3a.3. Lembar Pengajuan Judul Penelitian Form A3

LEMBAR PENGAJUAN JUDUL PENELITIAN
IDENTITAS MAHASISWA:
Nama :
NIM :
Program Studi :
JUDUL SKRIPSI YG DIUSULKAN:
DOSEN PEMBIMBING YANG DIUSULKAN:
1.
2.
Majene, .........................20…
Mengetahui
Koordinator Program Studi Sekretaris Program Studi
NIP/NIDN NIP/NIDN
112
Lampiran 4b.1. Buku Monitoring Skripsi Form B1
BUKU
MONITORING SKRIPSI
NAMA : …………………………...
NIM : ……………………………
PRODI :…………………………….

112
KARTU KONSULTASI IDENTITAS
TUGAS AKHIR MAHASISWA MAHASISWA BIMBINGAN
Hari/ Tanggal Materi Bimbingan dan Saran Perbaikan Paraf Dosen

Pembimbing NAMA : ………………………………………………………………….
NIM : ………………………………………………………………….
ANGKATAN : ………………………………………………………………….
PROGRAM STUDI : ………………………………………………………………….
JUDUL SKRIPSI : ………………………………………………………………….
………………………………………………………………….
………………………………………………………………….
Majene, ........................................... 2020
Pembimbing I Pembimbing II
(………………………………….) (…………………………………….)
NIP/NIDN NIP/NIDN
Mengetahui
Koordinator Program Studi
(…………………………………...)
NIP/NIDN
113
KARTU KONSULTASI KARTU KONSULTASI
TUGAS AKHIR MAHASISWA TUGAS AKHIR MAHASISWA
Hari/ Tanggal Materi Bimbingan dan Saran Perbaikan Paraf Dosen Hari/ Tanggal Materi Bimbingan dan Saran Perbaikan Paraf Dosen
Pembimbing Pembimbing
114
KARTU KONSULTASI KARTU KONSULTASI
TUGAS AKHIR MAHASISWA TUGAS AKHIR MAHASISWA
Hari/ Tanggal Materi Bimbingan dan Saran Perbaikan Paraf Dosen Hari/ Tanggal Materi Bimbingan dan Saran Perbaikan Paraf Dosen
Pembimbing Pembimbing
115
Lampiran 4b.2 Lembar Persetujuan Seminar Proposal Penelitian Form B2
LEMBAR PERSETUJUAN SEMINAR PROPOSAL PENELITIAN
(JUDUL)
Diajukan oleh
…………Nama…………
..…..NIM…....
telah diperiksa dan dinyatakan memenuhi syarat

untuk diseminarkan
Menyetujui
…………………
Pembimbing I :
N1P/NIDN
…………………
Pembimbing II :
N1P/NIDN
Majene, .................................... 20…

Mengetahui,
………………………………
N1P/NIDN
116
Lampiran 4b.3. Kartu Kendali Seminar Form B3
KARTU KENDALI SEMINAR

KETENTUAN PENGGUNAAN FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
KARTU KENDALI SEMINAR UNIVERSITAS SULAWESI BARAT
Kartu kendali dibawa pada saat mengikuti seminar

proposal/hasil penelitian.
Setelah selesai seminar, kartu kendali diserahkan kepada
sekretaris seminar untuk diparaf.
Pengisian kartu kendali seminar tidak bisa diwakilkan.
Mahasiswa wajib mengikuti minimal 10 seminar: 6 seminar
proposal penelitian dan 4 seminar hasil penelitian.
Kartu kendali seminar merupakan syarat untuk melaksakan
seminar bagi mahasiswa yang memprogramkan mata kuliah
skripsi.
Mahasiswa hanya bisa melaksanakan seminar proposal jika
sebelumnya telah mengikuti minimal 6 seminar proposal.
Mahasiswa hanya bisa melaksanakan seminar hasil
penelitian jika sebelumnya telah mengikuti minimal 4
seminar hasil penelitian
Kartu kendali seminar harap disimpan dengan baik, jika
hilang, maka semua seminar yang telah diikuti sebelumnnya NAMA :……………………………………………
tidak akan dihitung.
NIM :……………………………………………
KELAS :……………………………………………
PRODI :……………………………………………
117
HARI/ JUDUL PROPOSAL / HARI/ JUDUL PROPOSAL /
NO PENYAJI PARAF NO PENYAJI PARAF
TANGGAL SKRIPSI TANGGAL SKRIPSI
1 10
2 11
3 12
4 13
5 14
6 15
7 16
8 17
118
Lampiran 4c.1. Tanda Terima Undangan Seminar dan Naskah Proposal Penelitian
Form C1

TANDA TERIMA UNDANGAN SEMINAR DAN NASKAH PROPOSAL PENELITIAN
Nama : …………………………………………………………………………………………………….
NIM : …………………………………………………………………………………………………….
Judul : …………………………………………………………………………………………………….
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
Daftar dosen yang menyetujui untuk hadir dalam seminar dan telah diberikan undangan seminar serta
draft proposal penelitian
NO NAMA DOSEN TANGGAL TERIMA TANDA TANGAN/PARAF

1 1
2 2
3 3
4 4
Majene, .............................20…
Ketua/Sekretaris* Sidang,
NIP/NIDN
*coret yang tidak perlu
119
Lampiran 4c.2. Berita Acara Seminar Proposal Penelitian
Form C2

BERITA ACARA SEMINAR PROPOSAL PENELITIAN
Pada hari …………… tanggal ……….. bulan ………….…… tahun ………… pukul ……….. WITA di Ruang
............................... telah dilaksanakan Seminar Proposal yang dibawakan oleh:
Nama : …………………………………………………………………………………………………….
NIM : …………………………………………………………………………………………………….
Judul : …………………………………………………………………………………………………….
…………………………………………………………………………………………………….
Dosen Pembimbing : 1. ……………………………………………………………………………..
2. ……………………………………………………………………………...
Dosen Penguji : 1. ……………………………………………………………………………..
2. ……………………………………………………………………………..
Jumlah Peserta : 1. Pembimbing =............................... Orang

5. Penguji =............................... Orang
6. Dosen =............................... Orang
7. Mahasiswa =............................... Orang
NO NAMA DOSEN JABATAN TANDA TANGAN/PARAF

1 Ketua Sidang 1
2
2 Sekretaris Sidang
3 Pembimbing I 3
4
4 Pembimbing II
5 Penguji I 5
6
6 Penguji II
Majene, .............................20…
NIP/NIDN
129
Lampiran 4c.3. Daftar Hadir Seminar Proposal Penelitian
Form C3

DAFTAR HADIR SEMINAR PROPOSAL PENELITIAN

NAMA/ NIM :
HARI/ TANGGAL :
C. Tim Penilai
NO NAMA JABATAN TANDA TANGAN/PARAF
1 Ketua Sidang 1.
2 Pembimbing I 2.
3 Pembimbing II 3.
4 Penguji I 4.
5 Penguji II 5.
D. Peserta
NO NAMA JABATAN TANDA TANGAN/PARAF
1 1.
2 2.
3 3.
4 4.
5 5.
6 6.
7 7.
8 8.
9 9.
10 10.
11 11.
12 12.
13 13.
14 14.
15 15.
16 16.
17 17.
18 18.
19 19.
20 20.
21 21.
22 22.
Mengetahui,
*coret yang tidak perlu NIP/NIDN
121
Lampiran 4c.4. Format Saran/Perbaikan Seminar Proposal Penelitian
Form C4

FORMAT SARAN/PERBAIKAN SEMINAR PROPOSAL PENELITIAN
Nama : …………………………………………
NIM : …………………………………….……
Judul : ………………………………….………
Dosen Pembimbing Saran/Perbaikan

1. …………………………………….. ………………………………………………………………………
………………………………………………………………………
…………………………………………………………………..
2. …………………………………….. ………………………………………………………………………
………………………………………………………………………
…………………………………………………………………..
Dosen Penguji Saran/Perbaikan

1. …………………………………….. ………………………………………………………………………
………………………………………………………………………
…………………………………………………………………..
2. …………………………………….. ………………………………………………………………………
………………………………………………………………………
…………………………………………………………………..
122
Lampiran 4c.5. Format Penilaian Seminar Proposal Penelitian
Form C5

FORMAT PENILAIAN SEMINAR PROPOSAL PENELITIAN
Nama :
NIM :
Prodi :
Judul Penelitian : …………………………………………………………………………………………….
.............................................................................................................................
............................................................................................................................. .
No ASPEK YANG DINILAI Nilai Ket

1 Ide Penelitian
2 Kajian Teori
3 Metode Penelitian
4 Kaidah Penulisan
5 Kemampuan Presentasi
6 Penguasaan Materi
Nilai Rata-rata
Nilai Akhr (NA): Jml (Nilai) =...........................

Pemberian Nilai 6
85 ≤ NA ≤ 100 = A
80 ≤ NA < 85 = A-
75 ≤ NA < 80 = B+
70 ≤ NA < 75 = B Majene, ..............................20…
65 ≤ NA < 70 = B-
50 ≤ NA < 65 = C Panitia :
40 ≤ NA < 50 = D Nama :
< 40 = E NIP/NIDN :
Catatan: C, D, dan E tidak Lulus
Tanda Tangan :.........................................
123
Lampiran 4c.6. Rekapitulasi Penilaian Seminar Proposal Penelitian
Form C6

REKAPITULASI PENILAIAN SEMINAR PROPOSAL
Nama/NIM :
Program Studi :
Judul Penelitian :
No ASPEK YANG DINILAI B1 B2 U1 U2 Nilai (Huruf)

1 Ide Penelitian
2 Kajian Teori
3 Metode Penelitian
4 Kaidah Penulisan
6 Penguasaan Materi
Nilai Rata-rata
Berdasarkan hasil rapat tim penilai, maka proposal penelitian mahasiswa yang tersebut di atas
DAPAT/TIDAK DAPAT* DILANJUTKAN KE TAHAP PENELITIAN
dengan masa perbaikan maksimal ……… pekan/bulan*
Pemberian Nilai:
85 ≤ NA ≤ 100 = A
80 ≤ NA < 85 = A-
75 ≤ NA < 80 = B+
70 ≤ NA < 75 = B
65 ≤ NA < 70 = B-
50 ≤ NA < 65 = C
40 ≤ NA < 50 = D Majene, .................................... 20….
< 40 = E Mengetahui,
Catatan: C, D, dan E tidak Lulus Ketua/Sekretaris* Sidang
Keterangan:
B1 = Pembimbing I
B2 = Pembimbing II
U1 = Penguji I
U2 = Penguji II NIP/NIDN
124
Lampiran 4c.7. Daftar Nilai Seminar Proposal Penelitian
Form C7

DAFTAR NILAI SEMINAR PENELITIAN
NO NIM NAMA MAHASISWA NILAI RATA-RATA KETERANGAN
Ditetapkan di : Majene
Pada Tanggal ..................................... 20..
NIP/NIDN
125
Lampiran 4d.1. Lembar Perbaikan Proposal Penelitian
Form D1
LEMBAR PERBAIKAN PROPOSAL PENELITIAN
Judul :
Nama :
NIM :
Program Studi :
Fakultas : Keguruan dan Ilmu Pendidikan
Telah melakukan perbaikan dan diperiksa oleh penguji dan pembimbing

sesuai revisi/saran/pertanyaan pada seminar proposal tanggal……………………..
Majene, .......................... 20…
Menyetujui
Komisi Penasihat
Penguji I Penguji II
NIP/NIDN NIP/NIDN
Pembimbing I Pembimbing II
NIP/NIDN NIP/NIDN
126
Lampiran 4d.2. Lembar Pengesahan Proposal Penelitian
Form D2
LEMBAR PENGESAHAN PROPOSAL PENELITIAN
(JUDUL)
Diajukan oleh
…………Nama…………
..…..NIM…....

untuk melaksanakan penelitian
Menyetujui
…………………
Pembimbing I :
N1P/NIDN
…………………
Pembimbing II :
N1P/NIDN
Majene, ....................................20…
Mengetahui,
…………………………….
N1P/NIDN
127
Lampiran 4e.1. Surat Izin Penelitian Form E1

Majene, ……………………….
Nomor :
Lamp :
Hal : Permohonan Izin Penelitian
Kepada Yth: …………………………..

Di
Tempat
Dengan hormat disampaikan kepada saudara bahwa mahasiswa tersebut di bawah ini:
Nama :
NIM :
Program Studi :
Fakultas :
Akan mengadakan penelitian dalam rangka penyelesaian studi pada program sarjana
FKIP Universitas Sulawesi Barat.
Dengan judul penelitian:

............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
Dosen Pembimbing : 1.
2.
Lokasi Penelitian :
Pelaksanaan direncanakan selama …………… bulan, mulai bulan/tahun ............................. s.d.
bulan/tahun ……………….., sehubungan maksud tersebut dimohon kiranya kepada mahasiswa
dapat diberikan izin.
Atas bantuan dan kerjasama saudara diucapkan terima kasih.
Wakil Dekan Bidang Akademik dan

Kemahasiswaan
NIP/NIDN
128
Lampiran 4f.1. Lembar Persetujuan Ujian Skripsi
Form F1
LEMBAR PERSETUJUAN UJIAN SKRIPSI
(JUDUL)
Diajukan oleh
…………Nama…………
..…..NIM…....

untuk ujan skripsi
Menyetujui
…………………
Pembimbing I :
N1P/NIDN
…………………
Pembimbing II :
N1P/NIDN
Majene, .................................... 20…

Mengetahui,
………………………………
N1P/NIDN
129
Lampiran 4f.2. Tanda Terima Undangan Ujian dan Naskah Skripsi
Form F2

TANDA TERIMA UNDANGAN UJIAN DAN NASKAH SKRIPSI
Nama : …………………………………………………………………………………………………….
NIM : …………………………………………………………………………………………………….
Judul : …………………………………………………………………………………………………….
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
Nama Dosen yang menyetujui untuk hadir dalam ujian skripsi dan telah diberikan undangan ujian serta
draft skripsi
NO NAMA DOSEN TANGGAL TERIMA TANDA TANGAN/PARAF

1 1
2 2
3 3
4 4
5 5
Majene, .............................20…
NIP/NIDN
130
Lampiran 4f.3. Berita Acara Ujian Skripsi
Form F3

BERITA ACARA UJIAN SKRIPSI
HARI / TANGGAL :
JAM :
TEMPAT :
No. Nama Dosen Jabatan Tanda tangan
1. Ketua Sidang 1. .......................
2. Sekretaris Sidang 2. .....................
3. Anggota 3. .......................
4. Anggota 4. .......................
5. Anggota 5. ……………….
6. Anggota 6. .......................
Nama Pembimbing
1. Pembimbing I 1. ......................
2. Pembimbing II 2. ......................
3. Mahasiswa 3. ......................
Judul Skripsi Mahasiswa
Judul Mahasiswa:
Majene, …………………….. 20...

_
NIP/NIDN
131
Lampiran 4f.4. Format Saran/Perbaikan Ujian Skripsi
Form F4

FORMAT SARAN/PERBAIKAN UJIAN SKRIPSI
Nama : …………………………………………
NIM : …………………………………….……
Judul : ………………………………….………
Tim Penguji Saran/Perbaikan

1. …………………………………….. ………………………………………………………………………
………………………………………………………………………
…………………………………………………………………..
2. …………………………………….. ………………………………………………………………………
………………………………………………………………………
…………………………………………………………………..
3. …………………………………….. ………………………………………………………………………
………………………………………………………………………
…………………………………………………………………..
4. …………………………………….. ………………………………………………………………………
………………………………………………………………………
…………………………………………………………………..
5. …………………………………….. ………………………………………………………………………
………………………………………………………………………
…………………………………………………………………..
132
Lampiran 4f.5. Format Penilaian Ujian Skripsi
Form F5

FORMAT PENILAIAN UJIAN SKRIPSI
Nama Mahasiswa :
NIM :
Jurusan :
Judul Penelitian :
............................................................................................................................. .
............................................................................................................................ ..
No. Komponen/Aspek Nilai Ket
1 Kajian Teori
2 Metode Penelitian
3 Pembahasan Hasil Penelitian
4 Kaidah Penulisan
6 Penguasaan Materi
Nilai Rata-rata
Nilai Akhir (NA): Jml (Nilai) =...........................

Pemberian Nilai 6
85 ≤ NA ≤ 100 = A
80 ≤ NA < 85 = A-
75 ≤ NA < 80 = B+
70 ≤ NA < 75 = B Majene, ..............................20…
65 ≤ NA < 70 = B-
50 ≤ NA < 65 = C Panitia :
40 ≤ NA < 50 = D Nama :
< 40 = E NIP/NIDN :
Catatan: C, D, dan E tidak Lulus
Tanda Tangan :.........................................
133
Lampiran 4f.6. Rekapitulasi Penilaian Ujian Skripsi
Form F6
REKAPITULASI PENILAIAN UJIAN SKRIPSI
Nama/NIM :
Program Studi :
Judul Skripsi :
No ASPEK YANG DINILAI B1 B2 U1 U2 U3 Nilai (Huruf)
1 Latar Belakang
2 Kajian Pustaka
3 Metode Penelitian
4 Kualitas Hasil Penelitian
6 Penguasaan Materi
Nilai Rata-rata
Berdasarkan hasil rapat tim penilai, maka skripsi mahasiswa yang tersebut di atas
DAPAT DITERIMA TANPA REVISI/DAPAT DITERIMA DENGAN REVISI/TIDAK DAPAT DITERIMA*
dengan masa perbaikan maksimal ……… pekan/bulan*
Pemberian Nilai:
85 ≤ NA ≤ 100 = A
80 ≤ NA < 85 = A-
75 ≤ NA < 80 = B+
70 ≤ NA < 75 = B
65 ≤ NA < 70 = B-
50 ≤ NA < 65 = C
40 ≤ NA < 50 = D
< 40 = E Majene, .................................... 20….
Catatan: C, D, dan E tidak Lulus Mengetahui,
Ketua/Sekretaris* Sidang
Keterangan:
B1 = Pembimbing I
B2 = Pembimbing II
U1 = Penguji I
U2 = Penguji II
U3 = Penguji III NIP/NIDN
134
135
Lampiran 4f.7. Rekapitulasi Penilaian Nilai Akhir Skripsi
Form F7

REKAPITULASI PENILAIAN NILAI AKHIR SKRIPSI
Nama/NIM :
Program Studi :
Judul Skripsi :
No Aspek yang Dinilai Bobot (B) Nilai (N*) Skor (B x N)

1 Seminar Proposal Penelitian 30%
2 Ujian Skripsi 70%
Jumlah (Nilai Akhir)
Majene, ............................. 20…
Penilai Nama Tanda Tangan

Ketua Sidang
Pembimbing I
Pembimbing II
Penguji I
Penguji II
136
QUESTIONNAIRE
VALIDATION SHEET
A. Instructions
In this study, the researcher manipulated students’ response questionnaires.
Therefore, the researcher asked the willingness of supervisor to give an assessment of
the questionnaire. The assessment is carried out by ticking () the appropriate
columns of the matrix description of the aspects assessed using the following rating
scale:
1. Invalid
2.. Quite valid
3. Valid
4. Very Valid
Besides, the supervisors are expected to provide some direct comments in this
validation sheet. Thank you.
Assessment Table
Scoring scale
Aspects description
1 2 3 4
1. Instructions aspects
Instructions for filling out the questionnaire are 
clearly stated
2. Language Aspects
a. The use of language is based on the use 
of Indonesian.
b. Clarity of instructions / directions and 
comments.
c. Simplicity of sentence structure. 
d. The language used is communicative. 
3. Content aspect
a. The purpose of using the questionnaire 

is stated clearly and measurably
b. Conformity of both statement and 
indicators
c. Conformity between statement and 
purpose
B. General assessment of student response questionnaires

1. The questionnaire can be applied without revision
2. The questionnaire can be applied with minor revisions
3. The questionnaire can be applied with major revisions
4. The questionnaire cannot be applied
C. Suggestions
The supervisor may write down the following revision points and / or write them directly
on the script.
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
Majene,
Validator

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THESIS WRITING GUIDELINES

It is prohibited to photocopy, print, or publish the parts or whole content of this

ENGLISH EDUCATION STUDY PROGRAM

ENGLISH EDUCATION STUDY PROGRAM

Majene, March 2021

Dr. Abdullah Pandang, M.Pd.

CHAPTER II THESIS WRITING ETHICS

CHAPTER III THESIS LIMITATION,

CHAPTER IV THESIS WRITING PROCEDURES

CHAPTER V WRITING FORMAT

CHAPTER VI THESIS WRITING FORMAT

CHAPTER VII SCIENTIFIC ARTICLE

Number Title Page

Number Title Page

Number Title Page

Appendix 4c.4. Suggestion/Correction Format for Proposal 122

Appendix 4f.7. Recapitulation of Score for Thesis Final Score 135

C. Prevention and Countermeasures of Plagiarism

1. Definition and Scope of the Plagiarism

3. The Prevention of Plagiarism

5. Sanction for Plagiarism

b. Student Right and Obligation

b. Examiner Team Determination

c. Changing the Examiner

d. Examiner Team Assignment

4. Research Instrument Validator

A. Proposing Thesis Title

2. Procedure for Proposing Thesis Title

3. The Additional Provision for Proposing Thesis Title

1. The Paperwork for Research Proposal Writing and Consultation Session

2. The Procedure of Research Proposal Writing and Consultation Session

C. Research Proposal Seminar

b. The Procedure of Research Proposal Seminar Registration

2. Research Proposal Seminar

b. Research Proposal Seminar Procedure

c. Additional Provision of Proposal Seminar

2. The Procedure for Conducting The Research

E. Research Finding/Thesis Writing and Consultation Session

2. The Procedure of Research Finding/Thesis Writing and Consultation Session

3. Additional Provision for Research Finding/Thesis Writing and Consultation Session

2. Thesis Examination Registration

b. The Procedure of Thesis Exam Registration

c. Additional Provision for Thesis Examination Registration

b. The Procedure of Thesis Exam

c. Additional Provision for Thesis Examination

2. Additional Provision for Judisium

H. Scoring Aspects and Scale

2. Scoring Aspect and Scale of Thesis Examination

a. Writing Format for Proposal

1. The Proposal Format for A Quantitative Research

2. The Proposal Format for Qualitative Research

A. Previous Related studies

3. The Proposal Format for Classroom Action Research

4. The Proposal Format for Research and Development

5. The Proposal Format for Mixed-Method Research

b. Writing Format for Thesis

1. The Beginning Part of the Thesis

5) Thesis Originality Page

6) Publication Approval Page

10) Table of Contents

11) List of Tables

12) List of Figures

13) LIST OF APPENDIXES