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Author Guidelines

Carefully read the Author Guidelines as follows:

A. General Requirements

  1. Manuscripts submitted to FITRAH: Jurnal Kajian Ilmu-ilmu Keislaman should be research-based papers which have not been published or are under consideration elsewhere.
  2. Manuscripts must be in English. It should be typed in MS Word doc. format; using 11-pt Palatino Linotype font; left, top margins are 3 cm, and right, bottom margins are 3 cm; Spacing Exactly 18 pt with paper size A4; 14-20 pages in length or 6000-9000 words.
  3. The manuscript will be reviewed by subject reviewers, while the editors reserve the right to edit the manuscript for format consistency without altering the substance.
  4. Make sure that the manuscript is prepared using the Article Template. Use the Online Submission Guidelines for access to the Open Journal Systems (OJS).
  5. The manuscript must be submitted through the OJS (FITRAH: Jurnal Kajian Ilmu-ilmu Keislaman website). For confirmation, the Submission Checklist and Statement of Originality must be emailed to the Journal Editor (lp2mian.padangsidimpuan@gmail.com; cc.  fitrah@iain-padangsidimpuan.ac.id)
  6. The citations and references should follow the style of the American Psychological Association (APA) 7th Edition and use Reference Management Software ZOTERO (http://www.zotero.org) or MENDELEY (www.mendeley.com).
  7. The manuscript must be checked in terms of grammar, structure, spelling, etc. It is suggested to use Grammar Checker Software GRAMMARLY (http://app.grammarly.com).

B. Manuscript Structure

  1. The article structure contains (a) Title; (b) Author(s) Name, (c) Affiliation, (d) Email Address; (e) English Abstract and Indonesian Abstract; (f) Keywords; (g) INTRODUCTION (WITHOUT heading); (h) RESEARCH METHOD; (i) RESEARCH FINDINGS AND DISCUSSION; (j) CONCLUSION (and Suggestion); (k) Acknowledgements (if necessary); and (l) References.
  2. Title : the title of the article should be written in simple form, concise, and informative in phrase or clause format (Capital Letter, Center, Palatino Linotype 13 pt, max 15 words)
  3. Author(s) Name: The full name of the author(s) must be written without academic title(s) in 12-pt Palatino Linotype Bold.
  4. Affiliation: The affiliation should be written below the name in 11-pt Palatino Linotype.
  5. Email Address; The email address of Corresponding Author should be written below the affiliation in 10-pt Palatino Linotype. (Corresponding Author will handle correspondence at all stages of refereeing and publication, also post-publication; this responsibility includes answering any future queries about Methodology and Materials of the paper). Ensure that the e-mail address is given and that contact details are kept up to date by the Corresponding Author.
  6. English Abstract and Indonesian Abstract: An abstract must go with each manuscript; it should be  clear, descriptive, and provide a brief overview of the problem studied. It is also with no figure, table, equation, or citation), between 150 – 250  words and written as a single paragraph in English in Palatino Linotype 11 single space. Abstract should include purposes of the research, methodology, and findings. Abstract should be ended with a comment about the importance of the results or conclusions brief.
  7. Introduction: This section is to introduce your paper include background of the study, issues to be solved, and reviews of related findings which consist of 700 – 1000 words (1.5 – 2.5 pages) written in Word (doc/docx) with the font Palatino Linotype 11 point Line Spacing Exactly 18 pt with paper size A4, should be written without heading. 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 the introduction). The introduction should explicitly state the research gap and show the scientific merit or novelty of the research. All introductions should be presented in the forms of paragraphs, not pointers.
  8. Research Method: This sub title must consist of a brief description about the methods of the research; include research design, sources of the research (population/sample/ participants of the research, instrument used, techniques of collecting the data, and data analysis) without sub title, which consist of 1 – 2 paragraphs (150 – 300 words or 0.5 – 1 page). It is written in the font Palatino Linotype 11 with Line Spacing Exactly 18 pt.
  9. Research Findings and Discussion: This section will describe about findings of the research, then complete with discussion. It must consist elaborated between 1500 – 2500 words (4 – 6 pages). Research Findings is the explanation about the result of the research based on analysis of the data whether it is in qualitative or quantitative approaches. The findings section consists of a 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 the differences between your results or findings and the previous publications by other researchers. This section should be explained in several subsections with a detailed explanation of the findings. The First Sub Topic (Finding 1): The author(s) should make sub-topic by bold type and capitalizing each words.  The findings is the description of the result, and it can be completed with chart(s), graphic(s), diagram(s), or table(s); The Second Sub Topic (Finding 2): The findings should summarize (scientific) findings rather than providing data in great detail. Please highlight the differences between your results or findings and the previous publications by other researchers. This section should be explained in several subsections with a detailed explanation of the findings; The Third Sub Topic (Discussion): This sub topic describes about the relationship of your findings to theory and another research findings. It is not for repeating the research findings or the theory, but to elaborate the result with. The author(s) must show the novelty of this study compared to the others.
  10. Conclusion: This section is in the format of paragraph which consists of 1 – 2 paragraphs (300 – 500 words or 0.5 – 1 page only). It should indicate the findings clearly. It also explains about the advantages and disadvantages of your findings, and the possibility to develop the research.
  11. Acknowledgement: If it is needed, you must say in this sub discussed about the involvement of other parties or institutions or other institutions in the research conducted, just written in 2 – 5 sentences only.
  12. References: 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 primary sources cited in your paper are in the forms of journal articles, proceedings, research reports including theses and dissertations that can be accessed online (show the DOI address/URL). Citations from online 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 Palatino Linotype font, justified, with single line spacing and hanging indent. Check each reference against the original source (author name, volume, issue, year, DOI number). Please use the Reference Manager Application (ZOTERO/ MENDELEY) to manage the references for your paper. Use other published articles in the same journal as models.
  13. Subheading system (except for the Introduction)

  14. LEVEL ONE:    ALL CAPITAL, BOLD, LEFT JUSTIFICATION

    Level Two:     Capitals-lowercase, Bold, Left Justification

    Level three:   Capitals-lowercase, italics-bold, left justification
  15. The citations and references should follow the style of the American Psychological Association (APA) 7th Edition

IN-TEXT CITATIONS

Author: 1 person

Richards (2001, p. 56) states ……

The curriculum in language teaching should …. (Richards, 2001, p. 56).

Authors: 2 people

Taylor and Bogdan (1984, p. 8) suggest …..

Qualitative research methods should…... (Taylor & Bogdan, 1984, p. 18).

Authors: 3 people more

Davies et al. (2011, p. 279) state …..

A needs analysis from ........ (Davies et al., 2011, p. 279).

LIST OF REFERENCES

Journal Article with DOI: 

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. http://dx.doi.org/10.7575/aiac.ijalel.v.3n.4p.221

Çelik, S., Aytin, K., & Bayram, E. (2013). Implementing cooperative learning in the language classroom: Opinions of Turkish teachers of English. Procedia – Social and Behavioural Science, 70, 1852-1859. https://doi.org/10.1016/j.sbspro.2013.01.263

Gunawan, W., & Aziza, F. (2017). Theme and thematic progression of undergraduate thesis: Investigating meaning-making in academic writing. Indonesian Journal of Applied Linguistics, 7(2), 413–424. https://doi.org/10.17509/ijal.v7i2.8350

Journal Article without DOI (when DOI is not available): 

Brecht, H. D. (2012). Learning from online video lectures. Journal of Information Technology Education: Innovations in Practice, 11, 227–250. Retrieved from https://eric.ed.gov/?id=EJ990981

Elder, L., & Paul, R. (2013). Critical thinking: Intellectual standards essential to reasoning well within every domain of human thought. Journal of Developmental Education, 36(3), 34–35. Retrieved from https://files.eric.ed.gov/fulltext/EJ1067273.pdf

Gentles, S., Charles, C., Ploeg, J., & McKibbon, K. A. (2015). Sampling in qualitative research: Insights from an overview of the methods literature. The Qualitative Report, 20(11), 1772–1789. Retrieved from https://nsuworks.nova.edu/tqr/vol20/iss11/5

Liu, J. Y. (2018). Exploring genre pedagogy of learning transfer in L2 writing. The Asian Journal of Applied Linguistics, 5(1), 46–59. Retrieved from https://caes.hku.hk/ajal/index.php/ajal/article/view/518

Widiastuti, I.A.M.S. (2018). EFL teachers’ beliefs and practices of formative assessment to promote active learning. Asian EFL Journal, 20(5), 96-112. Retrieved from https://www.asian-efl-journal.com/wp-content/uploads/AEFLJ-Volume-20-Issue-5-May-2018.pdf

Davies, Y., Mishima, T., Yokomuro, S., Arima, Y., Kawahigashi, Y., Shigehara, K., … Takizawa, T. (2011). Developing health information literacy: A needs analysis from the perspective of preprofessional health students. Journal of the Medical Library Association. 100(4), 277–283. 

Hashemnejad, F., Zoghi, M., & Amini, D. (2014).The relationship between self-efficacy and writing performance across genders. Theory and Practice in Language Studies, 4(5), 1045-1052. 

Encyclopedia Articles: 

Brislin, R. W. (1984). Cross-cultural psychology. In R. J. Corsini (Ed.), Encyclopedia of Psychology (Vol. 1, pp. 319-327). New York: Wiley. 

Rezaei, S. (2017). Researching identity in language and education. In K. A. King, Y-J. Lai, & S. May (Eds.), Encyclopedia of Language and Education: Research Methods in Language and Education (Vol. 10, pp. 171–182). Dordrecht: Springer.

Developmental Genetics. (2005). In Cambridge Encyclopedia of Child Development.  Retrieved from http://0www.credoreference.com.library.muhlenberg.edu:80/entry/cupchilddev/developmental-genetics 

Rezaei, S., & Seyedan, M. (2015). Ahmad Mahmud. In Encyclopædia Iranica. Retrieved from http://www.iranicaonline.org/articles/mahmud-ahmad

Thesis/Dissertation in Repository:

Hardini, S. R. (2013). Developing character values in the teaching of narrative texts using genre-based approach: A case study at a senior high school in Bandung (Unpublished thesis). Universitas Pendidikan Indonesia, Bandung, Indonesia. Retrieved from http://repository.upi.edu/2181

Chiu, C. (2005). Writing in English: Perspectives of an ethnic Chinese teacher and her students (Ph.D thesis), The University of New Mexico, Mexico.

Proceedings with DOI:

Aunurrahman, Hamied, F., & Emilia, E. (2017). Realizing a good education in an Indonesian university context. In A. G. Abdullah, I. Hamidah, S. Aisyah, A. A. Danuwijaya, G. Yuliani, & H. S. H. Munawaroh (Eds.), Ideas for 21st Century Education: Proceedings of the Asian Education Symposium (AES 2016) (pp. 297–300). London: Routledge. https://doi.org/10.1201/9781315166575

Book:

Arabski, J., & Wojtaszek, A. (Eds.), (2011). Aspects of culture in second language acquisition and foreign language learning. Berlin: Springer.

Richards, J. C. (2001). Curriculum development in language teaching. New York: Cambridge.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Boston, MA: Cambridge University Press.

Roe, B. D., Stoodt, B. D., & Burns, P. C. (1995). Secondary school reading instruction: The content areas (5th ed.). Boston: Houghton Mifflin Company.

Taylor, S., & Bogdan, R. (1984). Introduction to qualitative research methods: The search for meanings (2nd ed.). New York: Wiley.

Book in Bahasa Indonesia:

Atmazaki, Ali, N. B. V., Muldian, W., Miftahussururi, Hanifah, N., Nento, M. N., & Akbari, Q. S. (2017). Panduan gerakan literasi nasional [National literacy movement guidelines]. Jakarta: Kementerian Pendidikan dan Kebudayaan Republik Indonesia

Emilia, E. (2012). Pendekatan genre-based dalam pengajaran bahasa Inggris: Petunjuk untuk guru [Genre-based approach in English language teaching: Instructions for teachers] (2nd ed.). Bandung: Rizqi Press.

Ministry of Education and Culture of the Republic of Indonesia. (2013). Kurikulum Bahasa Inggris untuk SMA/SMK/MA [English language curriculum for SMA/SMK/MA]. Jakarta.

Book Chapter:

Bailey, K. M. (1990). The use of diary studies in teacher education programs. In J. C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 215-226). New York: Cambridge University Press.

Burwitz-Melzer, E. (2001). Teaching intercultural communicative competence through literature. In M. Byram, A. Nicholas, & D. Stevems (Eds.), Developing intercultural competence in practice (pp. 29-43). Clevedon: Multilingual Matters.

Lantolf, J. P. (2011). The sociocultural approach to second language acquisition. In D. Atkinson (Ed.), Alternative Approaches to Second Language Acquisition (pp. 24-47). Abington: Routledge.

Olsen, R. E. W. B., & Kagan, S. (1992). About cooperative learning. In C. Kessler (Ed.), Cooperative language learning: A teacher’s resource book (pp. 1-30). Englewood Cliffs, NJ: Prentice Hall.

Martin, J. R., & Rose, D. (2005). Designing literacy pedagogy: Scaffolding democracy in the classroom. In J. Webster, C. Matthiessen, & R. Hasan (Eds.), Continuing discourse on language: A functional perspective Vol. 1 (pp. 251–280). London: Continuum. Retrieved from http://aall.org.au/sites/default/files/DesignLiteracyPedagogy.pdf

Book Reviews: 

Dent-Read, C., & Zukow-Goldring, P. (2001). Is modeling knowing? [Review of the book Models of cognitive development, by K. Richardson]. American Journal of Psychology, 114, 126-133


 

Submission Preparation Checklist

As part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.

  1. The submission is an original work, free from any form of plagiarism (text, data, and figures).
  2. The submission has not been previously published, nor is it under consideration by another journal.
  3. The submission has been approved by all co-authors and relevant authorities (e.g. an institution or sponsor).
  4. The submission file is in Microsoft Word file format.
  5. The text is single-spaced; uses a Palatino Linotype, 11-point font; employs italics, rather than underlining (except with URL addresses); and all illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.
  6. The text adheres to the stylistic and bibliographic requirements outlined in the Author Guidelines
  7. Where available, URLs for the references have been provided.
  8. The manuscript has been (to the best of the authors’ abilities) written in good English and is free of grammatical errors. It has been checked with a proofreading tool (e.g. Grammarly) and, if possible, proofed by a language editor
  9. The authors comply with the ethical standards as outlined in the Publication Ethics and Malpractice Statement.
 

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  • All articles published in FITRAH: Jurnal Kajian Ilmu-Ilmu Keislaman are licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA) license. This means anyone is free to copy, transform, or redistribute articles for any lawful purpose in any medium, provided they give appropriate attribution to the original author(s) and FITRAH: Jurnal Kajian Ilmu-ilmu Keislaman, link to the license, indicate if changes were made, and redistribute any derivative work under the same license.
  • Copyright on articles is retained by the respective author(s), without restrictions. A non-exclusive license is granted to FITRAH: Jurnal Kajian Ilmu-ilmu Keislaman to publish the article and identify itself as its original publisher, along with the commercial right to include the article in a hardcopy issue for sale to libraries and individuals.
  • Although the conditions of the Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA) license do not apply to authors (as the copyright holder of your article, you have no restrictions on your rights), by submitting to FITRAH: Jurnal Kajian Ilmu-ilmu Keislaman, authors recognize the rights of readers and must grant any third party the right to use their articles to the extent provided by the license.

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FITRAH: Jurnal Kajian Ilmu-ilmu Keislaman

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