(Repeat the Title of Your Article Here Not More Than 16 Words, Please

Use A 14 - Point Font - Garamond-Upper and Lower - Bold - Center]

Abstract
Abstract must be concise (150-250 words or less). The purpose, design and nature of the study are well
expressed in the abstract. Participants, data collection tools, data analysis and major findings are
summarized in the abstract.
Keywords: word; another word; lower case except names [require alphabetically order of
5 keywords]

Introduction

The purpose of the study is clearly stated, the gap in the literature is well-established, and
research questions are generated accordingly. The context of the study is elaborated to provide in-depth
understanding about the setting. [When submitting to ASEAN ELT, a manuscript, including all
references, tables, and figures, should not exceed 10,000 words. Submissions exceeding this limit may not
be accepted for review. All text, including title, headings, references, quotations, figure captions, and
tables, must be typed, 1 line spaced, with one-inch margins all around and type on one side of A4 paper.
Please use a 12-point font-Garamond. Authors should keep tables and figures to a minimum and include
them in the text. References should be cited both in text and in the references list and should conform to
the most recent APA style guide. https://owl.english.purdue.edu/owl/resource/560/02/]
Literature Review/Theoretical Frameworks (if applicable)
The theoretical framework introduces and describes the theory that explains why the research
problem under study exists. The review of the literature is up-to-date, comprehensive and addresses the
need for the manuscript.
Methods
The research design is clearly described and appropriate for the purpose of the study. The
purpose, content and usage of data collection tools are explained and justified.
Research design
The research design is clearly described and appropriate for the purpose of the study. The
research design is clearly described and appropriate for the purpose of the study.
Research site and participants
The participants, their characteristics and their selection methods are described in detail and
justified.
Data collection and analysis
Data collection and analysis procedures are clearly explained with a reference to the role and
competency of the researcher(s).
Findings
Findings respond to the purpose of the study, and are presented systematically. Findings are
supported with sufficient and relevant quotations, examples, tables and diagrams.
Theme One
The participants, their characteristics and their selection methods are described in detail and
justified. For making a table, see the following example.

Table 1 Themes and Sub-themes

Themes Sub-themes
Theme one: The comprehensive overview of the Status
bilingual education program Accreditation
Admission policy
Student body
Curriculum
Teachers
Language policy
Teaching materials
Student assessment
Theme two: Barriers of English Instruction Teachers’ attitude and ability to use English
Teaching material resources
Students’ English proficiency

For making a figure, see the link: https://owl.english.purdue.edu/owl/resource/560/20/

Discussion

Findings are discussed with a reference to relevant and recent literature. Findings are discussed
with a reference to relevant and recent literature.
Conclusion and Recommendations/Implications
Conclusions and implications for further implementations should be provided. Theoretical
implications and practical significance of the study are discussed. Implications for further
implementations, suggestions for further research, and limitations of the current study are provided.
References
(Alphabetical order) [References should be cited both in text and in the references list and should
conform to the most recent APA style guide. https://owl.english.purdue.edu/owl/resource/560/02/]

Admiraal, W., Westhoff, G., & deBot, K. (2006). Evaluation of bilingual secondary education in
the Netherlands: Students’ language proficiency in English. Educational Research and
Evaluation, 12(1), 75–93.
Baker, K. A., & de Kanter, A. A. (1983). Federal policy and the effectiveness of bilingual
education. In K. A. Baker & A. A. de Kanter (Eds.), Bilingual education: A reappraisal of federal
policy (pp. 33–86). Lexington, MA: Lexington Books.
Creswell, J, W. (2007). Qualitative inquiry and research design: Choosing among five traditions. Thousand
Oaks, CA: Sage Publications.
Mukminin, A. (2012). Acculturative experiences among Indonesian graduate students in US
higher education: Academic shock, adjustment, crisis, and resolution. Excellence in Higher Education
Journal, 3(1), 14–3