Author Guidelines

a)    The author(s) should register first and login to the system before submitting the manuscript.

b)   It is typed in Microsoft Word with the font being used is Time New Roman size 12.

c)    The number of words should be 4,000 to 7,000, excluding appendices.

d)   British or American spelling can be used, but it must be consistent throughout the article.

e)    The article should be completed with the name of author, email, and institution.

f)    Research-based articles will be prioritised; viewpoint articles, however, will also be considered for publication.

g)   For a research-based article, the outline consists of 7 sections without number: Abstract (in English and Indonesian) + key words, Introduction, Method(s), Findings, Discussion, Conclusion, and References.

h)   Abstract should not exceed 300 words. 

i)     Introduction section at least talks about 3 points: background or context, literature review, and research objective(s). These subsections don’t have to be titled. 

j)     Quotation and references should follows APA. The following are some examples of APA system of referencing:


          A book


          Richards, J. C. (2013). Curriculum development in language teaching. Cambridge: Cambridge University Press.

          Denscombe, M. (2010). The good research guide: For small-scale social research projects (4th ed.). Berkshire: Open University Press.

          Brown, J. D., & Rodgers, T. S. (2002). Doing second language research. Oxford: Oxford University Press.


          An edited book


          Aronson, J. (Ed.). (2002). Improving academic achievement: Impact of psychological factors on education. London: Academic Press.

          Capel, S., Leask, M., & Turner, T. (Eds.). (2005). Learning to teach in the secondary school: A companion to school experience (4th ed.). London: Routledge.


A chapter in an edited book


          Mason, M. (2008). Critical thinking and learning. In M. Mason (Ed.), Critical thinking and learning (pp. 1-11). Singapore: Blackwell Publishing.

          Krippendorff, K., & Bock, M. A. (2009). Categories and data languages. In K. Krippendorff & M. A. Bock (Eds.), The content analysis reader (pp. 267-268). California: Sage.


          A journal paper


          McDonald, L. (2004). Moving from reader response to critical reading: Developing 10-11-year-olds' ability as analytical readers of literary texts. Literacy, 38(1), 17-25.

          Pikkert, J. J. J., & Foster, L. (1996). Critical thinking skills among third year indonesian english students. RELC Journal, 27(2), 56-64.

          Schleppegrell, M. J., & Bowman, B. (1995). Problem-posing: A tool for curriculum renewal. ELT Journal, 49(4), 297-307.

          Daniel, M., Lafortune, L., Pallascio, R., Splitter, L., Slade, C., & de, l. G. (2005). Modeling the development process of dialogical critical thinking in pupils aged 10 to 12 years. Communication Education, 54(4), 334-354.


          An electronic source


          Bareham, S. (2013). A history of critical thinking: Great thinkers in time. Retrieved May 12, 2014, from


          Publication in a foreign language


          Hartati, Z. (2009). Strategi pengembangan profesi guru sekolah dasar: Telaah terhadap realitas dan idealitas [Strategy to developing elementary school teachers: An analysis of reality and idealism]. Pedagogik Jurnal Pendidikan, 6(1), 66-74.

          Atmanti, D. H. (2005). Investasi sumber daya manusia melalui pendidikan [Human resource investment through education]. Jurnal Dinamika Pembangunan2(1), 30-39.



          Ilyas, H. P. (2015). Critical thinking: Its representation in Indonesian ELT textbooks and education. Unpublished doctoral thesis. University of York, York, UK.

          Book review

          White, G. (2015). Digital literacies [Review of the book Digital literacies]. ELT Journal, 63(3), 345-347.


          A newspaper article


          Muryanto, B. (2012, June 11). Police urged to be serious in irshad manji case. The Jakarta Post, p. 12.