Journal

1st Author’s name, 2nd Author’s name, 3rd Author’s name (Book Antiqua 10 Italic)of
English Language Teaching
Innovations and Materials
Article received : 00th Month Year
Article accepted
Published
: 00th Month Year
: 00th Month Year
(Jeltim) Vol. 0(0)
Month

Title must be consice and informative [It should not exceed 12 words]
[Book Antiqua 13 bold]
Author’s name 1, Author’s name 2, Author’s name 3 [Book Antiqua 11 bold]
1
Affiliation (including department, faculty, university, city/province, and country)
Author’s email address
2
Affiliation (including department, faculty, university, city/province, and country)
Author’s email address
3
Affiliation (including department, faculty, university, city/province, and country)
Author’s email address
[Book Antiqua 11]

DOI: http://dx.doi.org/10.26418/jeltim.v1i1.xxxxx

Abstract

Abstract should be clear and informative. It should be in one paragraph, 150-

200 words, in 12-pt Book Antiqua, and with single space. It should succinctly
describe your entire paper. It contains the purpose, methodology, and findings
of the research. Abstract should stand alone, means that no citation or no
references in abstract. It should tell the prospective reader what you did and
highlight the key findings. Avoid using technical jargon and uncommon
abbreviations. Abstract must appear on the top of the first page after the title of
paper, name of author(s), author’s affiliation, and author’s email. Keywords are
the labels of your manuscript and critical to correct indexing and searching.
Therefore, they should be well selected and closely related to the topic to
facilitate reader’s search, and they should represent the content and highlight of
your article. Use only those abbreviations that are firmly established in the field.
There must be 3-5 keywords (words or phrases). Each word or phrase in
Keywords should be separated by a semicolon (;), not a comma (,). “How to cite
this paper” and "DOI" are placed below the keywords.

Keywords: keyword; keyword; keyword; keyword (3-5 keywords)

How to cite this paper: Name(s). (Year). Title of article. Journal of English
Language Teaching Innovations and Materials (Jeltim), x(y), pages. DOI:
http://dx.doi.org/10.26418/jeltim.v1i1.xxxxx

Journal of English Language Teaching Innovations and Materials (Jeltim), x(y), pages
Copyright © Year by the author(s), e-ISSN 2657-1617

1
 1st Author’s name, 2nd Author’s name, 3rd Author’s name (Book Antiqua 10 Italic)

To link to this article: http://dx.doi.org/10.26418/jeltim.v1i1.xxxxx

This work is licensed under a Creative Commons Attribution

NonCommercial-ShareAlike 4.0 International License.

Here is the introduction of the paper written without heading. Introduction

should clearly state the purpose of the paper. It includes review of related
literature and research purpose in essay style. The introduction should include
key references to appropriate work. It states the significant contribution of the
research. The introduction should consist of the background of the study,
research contexts, literary review, and research objective (at the end of
introduction). The introduction should show the scientific merit or novelty of
the paper. All introductions should be presented in the forms of paragraphs,
not pointers, and with the proportion of 15-20% of the whole article length.
The contents of the paper include Introduction, Method, Findings,
Discussion, Conclusion (and Suggestion), and References. Therefore, the paper
should clearly describe the background of the subject, the author’s work,
including the method used, results and concluding discussion on the
importance of the work.

Manuscripts should be typed in MS Word doc. format; using 12-pt Book

Antiqua font; left, right, top, and bottom margins are 3 cm; single-spaced on
A4-sized paper; 12-20 pages in English. It is expected that author will submit
carefully written and proofread material. The citations and references should
follow the style of American Psychological Association (APA) 6th Edition style, and
use Reference Management Software Mendeley (http://mendeley.com). Careful
checking for spelling and grammatical errors should be performed. It is
suggested to use Grammar Checker Software Grammarly
(http://app.grammarly.com).

METHOD [BOOK ANTIQUA 12 CAPITAL BOLD]

This section discusses the methodology. It is the subheading level one.

The method section consists of description concerning the research design, the
population and sample or the subjects of the research, data sources, data
collection, and data analysis with the proportion of 10-15% of the total article
length, all presented in the form of paragraphs.

All text paragraphs should be single spaced, with the first line indented.
Double spacing should NOT be used anywhere in the manuscript. Position and
style of headings and subheadings should follow this template.

FINDINGS [BOOK ANTIQUA 12 CAPITAL BOLD]

Journal of English Language Teaching Innovations and Materials (Jeltim), x(y), pages
Copyright © Year by the author(s), e-ISSN 2657-1617

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 1st Author’s name, 2nd Author’s name, 3rd Author’s name (Book Antiqua 10 Italic)

This section deals with the research findings. The findings obtained from
the research have to be supported by sufficient data. The research results and
the discovery must be the answers, or the research hypothesis stated previously
in the introduction part. The findings section consists of description of the
results of the data analysis to answer the research question(s). The findings
should summarize (scientific) findings rather than providing data in great
detail. Please highlight differences between your results or findings and the
previous publications by other researchers.

It is the subheading level one. Also, it can be explained in the next

subheadings. Xxxxxxx xxxxxxxx xxxxxx xxxxx xxx xxxxxx xxxxxx xxxxx
xxxxxxxx xxxxxxx xxxxxxxx. Xxxxxxx xxxxxx xxxxxx xxxxxxx xxxxxxxxxx
xxxxxx xxxxx xxxxxxxx xxxxxxxxx.

Page Numbering [Book Antiqua 12 Bold]

This section deals with the subheading level two which refers to the
subheading level one in the previous section. The author is asked to write the
page number on the footer of the first page and on other pages in order to set a
unique page number in the paper.

Xxxxxxx xxxxxxxx xxxxxx xxxxx xxx. Xxxxxx xxxxxx xxxxx xxxxxxxx

xxxxxxx. Xxxxxxxxx xxxxxxx xxxxxx xxxxxx xxxxxxx. Xxxxxxxxxxx xxxxxx
xxxxx xxxxxxxx xxxxxxxxx. Xxxxxxx xxxxxxxx xxxxxx xxxxx xxx xxxxxx.

Figures [Book Antiqua 12 Bold Italic]

This section deals with the subheading level three which refers to the
subheading level two in the previous section. The placement of the picture is
like the Figure 1, i.e., is in the middle with the caption below is written in 11-pt
Book Antiqua. The caption has to mention the title and the source of the picture.

Xxxx xxx xxx Xxxx xxx xxx

xxx xx Xxxx xxx xx Xxxx
xxx xxx xxx xxx xxx xxx
xx xx
Xxxx Xxxx
xxxx xxxx xx
Xxxx xxx xxx Xxxx xxx Xxxx xxx Xxxx xxx Xxxx xxx Xxxx xxx xxx
xxxx xxxxxx
xxx xx. Xxxx xxx xxx xx xxx xxx xx xxx xxx xx xxx xxx xx xxx xx Xxxx
xxxx xx xxxx
xxx xxx xxx Xxxx xxx Xxxx xxx Xxxx xxx Xxxx xxx xxx xxx xxx
xxxxx xxxx
xx xxx xxx xx xxx xxx xx xxx xxx xx xxx xxx xx xx
xxxxxx xxxxx
xxx xxxxx
xxxxxx Xxxx xxx xxx
Xxxx xxx
xxx xx Xxxx
xxx xxx xx
xxx xxx xxx
Xxxx xxx
xx
xxx xxx xx
Xxxx xxx
xxx xxx xx

Journal of English Language Teaching Innovations and Materials (Jeltim), x(y), pages
Copyright © Year by the author(s), e-ISSN 2657-1617

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 1st Author’s name, 2nd Author’s name, 3rd Author’s name (Book Antiqua 10 Italic)

Figure 1. Flow Chart (Source: Source name, 2020)

Xxxxxxx xxxxxxxx xxxxxx xxxxx xxx. Xxxxxx xxxxxx xxxxx xxxxxxxx

xxxxxxx xxxxxxxx xxxxxxx xxxxxx xxxxxx xxxxxxx xxxxxxxxxx xxxxxx xxxxx
xxxxxxxx xxxxxxxxx. Xxxxxxx xxxxxxxx xxxxxx xxxxx xxx xxxxxx xxxxxx xxxxx
xxxxxxxx xxxxxxx xxxxxxxx xxxxxxx xxxxxx. Xxxxxx xxxxxxx xxxxxxxxxx
xxxxxx xxxxx xxxxxxxx xxxxxxxxx.

Tables [Book Antiqua 12 Bold Italic]

This section deals with the subheading level three which refers to the
subheading level two in the previous section. Each table must be typed, and
consecutively numbered, just like Table 1. The title is written in the middle
above the table and in 11-pt Book Antiqua, while the source is placed below the
table in the same font.
Table 1. Title of the Table
No Column 1 Column 2 Column 3 Column 4
1 Row 1 Row 1 Row 1 Row 1
2 Row 2 Row 2 Row 2 Row 2
(Source: Source name, 2015)

DISCUSSION [BOOK ANTIQUA 12 CAPITAL BOLD]

This section deals with discussion of the research findings. It is the

subheading level one. The discussion should explore the significance of the
results of the work, not repeat them. In discussion, it is the most important
section of your article. Here you get the chance to sell your data. Make the
discussion corresponding to the results, but do not reiterate the results. Often
should begin with a brief summary of the main scientific findings. The
meanings of the findings should be shown from current theories and references
of the area addressed. The following components should be covered in
discussion: How do your results relate to the original question or objectives
outlined in the Introduction section (what)? Do you provide interpretation
scientifically for each of your results or findings presented (why)? Are your
results consistent with what other investigators have reported (what else)? Or
are there any differences?

The proportion of the Findings and the Discussion sections is 40-60% of

the total article length. Xxxxxxx xxxxxxxx xxxxxx xxxxx xxx xxxxxx xxxxxx
xxxxx xxxxxxxx xxxxxxx xxxxxxxx. Xxxxxxx xxxxxx xxxxxx xxxxxxx xxxxxxxxxx
xxxxxx xxxxx xxxxxxxx xxxxxxxxx.

Xxxxxxx xxxxxxxx xxxxxx xxxxx xxx. Xxxxxx xxxxxx xxxxx xxxxxxxx

xxxxxxx xxxxxxxx xxxxxxx xxxxxx xxxxxx xxxxxxx xxxxxxxxxx xxxxxx xxxxx

Journal of English Language Teaching Innovations and Materials (Jeltim), x(y), pages
Copyright © Year by the author(s), e-ISSN 2657-1617

4
 1st Author’s name, 2nd Author’s name, 3rd Author’s name (Book Antiqua 10 Italic)

xxxxxxxx xxxxxxxxx. Xxxxxxx xxxxxxxx xxxxxx xxxxx xxx xxxxxx xxxxxx xxxxx
xxxxxxxx xxxxxxx xxxxxxxx xxxxxxx xxxxxx. Xxxxxx xxxxxxx xxxxxxxxxx
xxxxxx xxxxx xxxxxxxx xxxxxxxxx.

CONCLUSION [BOOK ANTIQUA 12 CAPITAL BOLD]

This section deals with the conclusion. It is subheading level one. The
conclusion section consists of the summary, restatement of the main findings. It
should state concisely the most important propositions of the paper as well as
the author’s views of the practical implications of the result. Tell how your
work advances the field from the present state of knowledge. Without clear
conclusion, reviewers and readers will find it difficult to judge the work, and
whether or not it merits publication in the journal. Do not repeat the Abstract,
or just list experimental results. Provide a clear scientific justification for your
work, and indicate possible applications and extensions. You can also suggest
future research and point out those that are underway.

REFERENCES [BOOK ANTIQUA 12 CAPITAL BOLD]

This section deals with references. It is the subheading level one. Every source
cited in the body of the article should appear in the References, and all sources
appearing in the References should be cited in the body of the article. The
references should be more up-to-date (published in the last 5-10 years). The
sources cited are primary sources in the forms of journal articles, proceedings,
research reports including theses and dissertations. There must be minimally 20
references cited, and the citations from journal articles should be at least 80% of
the total references cited. The References should be presented alphabetically
and chronologically and be set to 12-pt Book Antiqua font, justified, with single
line spacing and hanging indent. Check each reference against the original
source (authors name, volume, issue, year, DOI number). Use other published
articles in the same journal as models. The reference section at the end of the
paper should be edited based on the following (examples):

Adinlou, N. A., & Far, L. M. (2014). The relationship of self-efficacy beliefs,

writing strategies, and the correct use of conjunctions in Iranian EFL
learners. International Journal of Applied Linguistics & English Literature,
3(4), 221-227. doi:http://dx.doi.org/10.7575/aiac.ijalel.v.3n.4p.221

Axelson, R., D. & Flick, A. (2011). Defining Student Engagement. Change: The
Magazine of Higher Learning, 43(1), 38-43. doi:
http://dx.doi.org/10.1080/00091383.2011.533096Govender, C., M.
(2012). Motivation of higher education students: A single student
engagement case study. The Independent Journal of Teaching and Learning,
7, 14-23.

Journal of English Language Teaching Innovations and Materials (Jeltim), x(y), pages
Copyright © Year by the author(s), e-ISSN 2657-1617

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 1st Author’s name, 2nd Author’s name, 3rd Author’s name (Book Antiqua 10 Italic)

In, V. (2009). Using origami and magic tricks to teach English. The Internet TESL
Journal, 15 (2). Retrieved from http://iteslj.org/Techniques/In-
Origami.html

Kahu, E., R. (2011). Framing student engagement in higher education. Studies in

Higher Education, 38 (5), 758-773. doi:
https://dx.doi.org/10.1080/03075079.2011.598505

Kahn, P., E. (2013). Theorising student engagement in higher education. British

Educational Research Journal, 40(6), 1005-1018. doi:
http://dx.doi.org/10.1002/berj.3121

Krause, K. “Understanding and Promoting Student Engagement in University

Learning Communities” (2005). Center for the Study of Higher Education.
Paper.

Krause, Kerri-Lee, Coates, & Hamish. (2008). Students’ engagement t in first-

year university. Assessment and Evaluation in Higher Education. doi:
https://doi.org/10.1080/02602930701698892

National Survey of Student Engagement. (2013). A Fresh Look at Student

Engagement – Annual Results 2013. Bloomington, IN: Indiana University
Center for Postsecondary Research.

Moss, S., A., Irons, M., & Boland, M. (2016). The magic of magic: The effect of
magic tricks on subsequent engagement with lecture material. British
Journal of Educational Psychology, 87(1), 32-42. doi:
https://dx.doi.org/10.1111/bpjep.12133

Ogren, K. (2014). Magic as an effective teaching strategy. Retrieved from

https://dspace.libary.uvic.ca

Spencer, K. (2012a). Hocus Focus: Evaluating the pedagogical implication of

integrating magic tricks in classroom instruction. Journal of the
International Society for Teacher Education, 16(2), 45-54

Spencer, K. (2012b). Hocus Focus: Evaluating the academic and functional

benefits of integrating magic tricks in the classroom. The Journal of the
International Association of Special Education, 13(1), 87-99.

Taylor, L. & Parsons, J. (2011). Improving Student Engagement. Current Issues

in Education, 14(1). Retrieved from http://cie.asu.edu/

Trowler, V. (2010). Student engagement literature review. Retrieved from

https://www.heacademy.c.uk.

Journal of English Language Teaching Innovations and Materials (Jeltim), x(y), pages
Copyright © Year by the author(s), e-ISSN 2657-1617

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 1st Author’s name, 2nd Author’s name, 3rd Author’s name (Book Antiqua 10 Italic)

Authors’ Brief CV

1st Author. Biographical notes (narrative biodata) must be written here. It

should be maximum 50 words per author. Xxxxxxx xxxxx xxxxx xxxxxxxxx
xxxxxxxxxxxx xxxxxxxx. Xxxxxx xxxxxxxx xxxxxxxxx xxxxxxxxx xxxxxxxx
xxxxx. Xxxxxx xxxxxxxxxxxxx xxxxxxxxx xxxxxxxxx xxxxxxxx. Xxxxxx
xxxxxxxxxxx xxxxxxxxxxxxxxx xxxxxxxxxx.

2nd Author. Biographical notes (narrative biodata) must be written here. It

should be maximum 50 words per author. Xxxxxxx xxxxx xxxxx xxxxxxxxx
xxxxxxxxxxxx xxxxxxxx. Xxxxxx xxxxxxxx xxxxxxxxx xxxxxxxxx xxxxxxxx
xxxxx. Xxxxxx xxxxxxxxxxxxx xxxxxxxxx xxxxxxxxx xxxxxxxx. Xxxxxx
xxxxxxxxxxx xxxxxxxxxxxxxxx xxxxxxxxxx.

3st Author. Biographical notes (narrative biodata) must be written here. It

should be maximum 50 words per author. Xxxxxxx xxxxx xxxxx xxxxxxxxx
xxxxxxxxxxxx xxxxxxxx. Xxxxxx xxxxxxxx xxxxxxxxx xxxxxxxxx xxxxxxxx
xxxxx. Xxxxxx xxxxxxxxxxxxx xxxxxxxxx xxxxxxxxx xxxxxxxx. Xxxxxx
xxxxxxxxxxx xxxxxxxxxxxxxxx xxxxxxxxxx.

Appendix 1 (if any)

Appendix 2 (if any)

Appendix 3 (if any)

Journal of English Language Teaching Innovations and Materials (Jeltim), x(y), pages
Copyright © Year by the author(s), e-ISSN 2657-1617