UNEJ FORMAT

8/8/2019 UNEJ FORMAT

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(American Psychological Association)(American Psychological Association)


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1.1 Background of the Study1.1 Background of the Study

1.2 Problem Formulation1.2 Problem Formulation

1.3 Objectives of the Study1.3 Objectives of the Study1.4 Significance of the Study1.4 Significance of the Study

1.5 Scope of the Study1.5 Scope of the Study

1.6 Operational Definitions1.6 Operational Definitions

CHAPTER ICHAPTER I

INTRODUCTIONINTRODUCTION


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CHAPTER II

REVIEW OF LITERATURE

2.1 Competence2.1 Competence--based Curriculumbased Curriculum2.1.1 Communicative Competence2.1.1 Communicative Competence2.1.2 Standard Competence of English in SMA2.1.2 Standard Competence of English in SMA2.1.2.1 Basic Competence of Writing in SMA2.1.2.1 Basic Competence of Writing in SMA2.1.2.2 Writing Materials2.1.2.2 Writing Materials2.1.2.3 Organizing Materials of Writing2.1.2.3 Organizing Materials of Writing

2.2 Approaches in Teaching Writing2.2 Approaches in Teaching Writing2.2.1 Process Approach in Teaching Writing2.2.1 Process Approach in Teaching Writing2.2.2 Product Approach in Teaching Writing2.2.2 Product Approach in Teaching Writing2.3 Techniques of Teaching Writing2.3 Techniques of Teaching Writing2.3.1 Techniques of Teaching Writing in the Product Approach2.3.1 Techniques of Teaching Writing in the Product Approach2.3.2 Techniques of Teaching Writing in the Process Approach2.3.2 Techniques of Teaching Writing in the Process Approach2.3.2.12.3.2.1 PrewritingPrewriting

2.3.2.2 Drafting2.3.2.2 Drafting2.3.2.3 Revising2.3.2.3 Revising2.3.2.4 Editing2.3.2.4 Editing2.4 L2 Educators Ideas on the Techniques in Teaching Writing2.4 L2 Educators Ideas on the Techniques in Teaching Writing2.5 Assessment in Writing2.5 Assessment in Writing2.5.1 Process Assessment2.5.1 Process Assessment2.5.2 Product Assessment2.5.2 Product Assessment


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CHAPTER IIICHAPTER III

RESEARCH METHODSRESEARCH METHODS

3.1 Research Design (what, reasons, steps to conduct3.1 Research Design (what, reasons, steps to conductresearch)research)

3.2 Research Area (where, how, reasons)3.2 Research Area (where, how, reasons)

3.3 Research Subjects (who, how, reasons)3.3 Research Subjects (who, how, reasons)3.4 Research Instrument3.4 Research Instrument

-- what data, what instruments used, procedures forwhat data, what instruments used, procedures fordeveloping instrument, validity and reliability, datadeveloping instrument, validity and reliability, data

collection procedure, data collectors, schedule.collection procedure, data collectors, schedule.3.5 Data Analysis3.5 Data AnalysisWhat kinds of statistical analysis employed, provideWhat kinds of statistical analysis employed, providereasons and stepsreasons and steps


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RESEARCH METHODSRESEARCH METHODS

3.1 Research Design3.1 Research Design

3.2 Population and Sample3.2 Population and Sample3.3 Data Collection3.3 Data Collection

a. Research Dataa. Research Data

b. Research Instrumentb. Research Instrument

3.4 Data Analysis3.4 Data Analysis


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RESEARCH METHODOLOGYRESEARCH METHODOLOGY

3.1 Research Design3.2 Data3.3 Sources of Data3.4 Trustworthiness of Data

3.5 Instruments3.6 Data Collection Procedures3.7 Data analysis


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ResultsResultsDATA DESCRIPTIONDATA DESCRIPTION

The importantThe important findings of the research variablesfindings of the research variables

Statistical formula and the counting process isStatistical formula and the counting process isplaced in Appendixplaced in Appendix

The results section should contain no discussion orThe results section should contain no discussion orinterpretation of the findings.interpretation of the findings.

Just give me facts.Just give me facts.

Describe the statistical tests used to analyze theDescribe the statistical tests used to analyze the

datadata Describe the findings in the forms of statisticalDescribe the findings in the forms of statistical

figures, table, graph. Theyfigures, table, graph. They are not automaticallyare not automaticallycommunicative. These still need explanation.communicative. These still need explanation.


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Hypothesis verificationHypothesis verification

Write the research hypothesis and nullWrite the research hypothesis and nullhypothesis, followed by the results ofhypothesis, followed by the results ofverification and concise explanationverification and concise explanation

respectively. The explanation is limited onrespectively. The explanation is limited onthe interpretation of statistical figuresthe interpretation of statistical figuresobtained from the statistical computation.obtained from the statistical computation.


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To test whether two groups of scoreTo test whether two groups of score

are significantly different, the chiare significantly different, the chi--square test of distribution is applied.square test of distribution is applied.The result of computation shows thatThe result of computation shows that

the obtained value ofthe obtained value ofxx22 is 8.000, theis 8.000, thecritical value with 5% significancecritical value with 5% significancelevel (df1) is 5.991. As the obtainedlevel (df1) is 5.991. As the obtained

value ofvalue ofxx22 exceeds the critical value (8.000 > 5.991), It isexceeds the critical value (8.000 > 5.991), It isconcluded that there is s significant difference in the adoption ofconcluded that there is s significant difference in the adoption ofteaching technique in writing among three groups. The chiteaching technique in writing among three groups. The chi--squaresquaretest result can be read in Appendix 9.test result can be read in Appendix 9.


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General Writing

Write as though you are submitting it forWrite as though you are submitting it forpublication (which may actually happen).publication (which may actually happen).

Spelling and grammar are important.Spelling and grammar are important.

E.g., behaviourE.g., behaviour Use complete sentences.Use complete sentences.

Make sure the verb agrees in number (i.e.,Make sure the verb agrees in number (i.e.,singular or plural) with its subject, regardless ofsingular or plural) with its subject, regardless of

intervening phrases.intervening phrases. E.g. The percentage of correct responses, as well asE.g. The percentage of correct responses, as well as

the speed of the responses, increases with practice.the speed of the responses, increases with practice.


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General Writing

Do notDo not useuse contractions.contractions. E.g., rather than dont, cant, or shouldnt,E.g., rather than dont, cant, or shouldnt,

use do not, can not, and should not.use do not, can not, and should not.

UseUse thethe possessivepossessive correctly.correctly. E.g., its, not it's; your, not you're.E.g., its, not it's; your, not you're.

UseUse thethe past tensepast tense whenwhendiscussingdiscussing studies conducted in thestudies conducted in the past.past. E.g., FirstE.g., First--year university students wereyear university students were

recruited to participate in the study.recruited to participate in the study.


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General Writing

Avoid the passive voice (to be versions of verbs).Avoid the passive voice (to be versions of verbs).It is aIt is a wordy andwordy and weakweak style.style.Passive: Studies have been conducted to Passive: Studies have been conducted to

Active: Smith (2006) conducted a studyActive: Smith (2006) conducted a study AvoidAvoid wordiness inwordiness in any form. Doany form. Do

notnot useuse 1010 words, when 5words, when 5 will suffice.will suffice. E.g., drop theE.g., drop the phrasephrase "in order to""in order to" it's just filler.it's just filler.

AvoidAvoid usingusing colloquialisms, and melodramatic,colloquialisms, and melodramatic,judgmental, or inflammatory languagejudgmental, or inflammatory language this isthis isscience, not a soapbox. Slang is also notscience, not a soapbox. Slang is also notappropriate.appropriate.


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General Writing

DoDo notnot put information, otherput information, other thanthancitations, in parentheses. Brackets implycitations, in parentheses. Brackets implythethe information is not importantinformation is not important if it isif it isworth sayingworth saying at all, then work it intoat all, then work it intothethe text.text.

DoDo notnot useuse "since" when you"since" when you meanmean

"because." They are"because." They are not synonyms.not synonyms.Since requires the passage of time.Since requires the passage of time.


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General Writing

Keep the use of direct quotations to aKeep the use of direct quotations to aminimum. Paraphrase as much as youminimum. Paraphrase as much as youpossibly can.possibly can.

Punctuation goes within the quotation marks.Punctuation goes within the quotation marks.

Page number must be included with thePage number must be included with thecitation.citation.


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General Writing

Use punctuation marks correctlyUse punctuation marks correctly

Periods and commas are the main forms ofPeriods and commas are the main forms ofpunctuation.punctuation.

Periods (Periods (full stops) are used to end) are used to endsentences and as part of some abbreviationssentences and as part of some abbreviations(et al.).(et al.).

Keep the use of exclamation (!) andKeep the use of exclamation (!) andquestion marks (?) to a minimum.question marks (?) to a minimum.


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General Writing

The proper uses of a comma are:The proper uses of a comma are:1.1. to indicate a slight pause in a sentenceto indicate a slight pause in a sentence

2.2. to mark off additional information which is notto mark off additional information which is notessential to the meaning, but adds somethingessential to the meaning, but adds something

extraextra3.3. to mark off phrases beginning with, for example,to mark off phrases beginning with, for example,

'when', 'if', 'after', 'unless', 'although''when', 'if', 'after', 'unless', 'although'

4.4. when there is an incomplete verb at the start ofwhen there is an incomplete verb at the start of

the sentence or phrasethe sentence or phrase5.5.joining two independent clauses separated by ajoining two independent clauses separated by a

conjunction (such as "and" and "but")conjunction (such as "and" and "but")

6.6. separating items in a listseparating items in a list


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General Writing

The proper uses of a colon are:The proper uses of a colon are:1.1. following a grammatically complete introductory clause wherefollowing a grammatically complete introductory clause where

the final phrase or clause emphasizes the preceding idea, orthe final phrase or clause emphasizes the preceding idea, orconsists of a list. If the clause following the colon is aconsists of a list. If the clause following the colon is acomplete sentence, it begins with a capital letter.complete sentence, it begins with a capital letter.

E.g., There are three countries I wish to visit: New Zealand,E.g., There are three countries I wish to visit: New Zealand,Australia, and Peru.Australia, and Peru.

My mother gave me one good piece of advice: It is a wasteMy mother gave me one good piece of advice: It is a wastetime and energy to worry about things that cannot be changed.time and energy to worry about things that cannot be changed.

2.2. in ratios and proportions.in ratios and proportions.

E.g., The probability of rolling snakeE.g., The probability of rolling snake--eyes is 1:36.eyes is 1:36.3.3. in references, between the place of publication and thein references, between the place of publication and the

publisher.publisher.

E.g., Toronto, ON: Oxford University Press CanadaE.g., Toronto, ON: Oxford University Press Canada


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General Writing

The proper uses of a semiThe proper uses of a semi--colons are:colons are:1.1. to link independent clauses not joined by a coordinatingto link independent clauses not joined by a coordinating

conjunction, and only if those independent clauses are closelyconjunction, and only if those independent clauses are closelyrelated. Each clause must be a complete sentence (i.e. arelated. Each clause must be a complete sentence (i.e. aperiod could replace the semiperiod could replace the semi--colon and still make sense).colon and still make sense).

2.2. to separate items in a list, but only if those items contain anto separate items in a list, but only if those items contain aninternal comma (a semiinternal comma (a semi--coloncolon nevernever precedes a listprecedes a list that isthat isthe job of a colon).the job of a colon).

3.3. to join two independent clauses separated by a conjunctiveto join two independent clauses separated by a conjunctive

adverb (accordingly, consequently, hence, however,adverb (accordingly, consequently, hence, however,moreover, otherwise, therefore, and thus).moreover, otherwise, therefore, and thus).


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General Writing

Commonly misused wordsCommonly misused wordsAffect as a verb, means to influence; as aAffect as a verb, means to influence; as a

noun, it refers to emotional state.noun, it refers to emotional state.

E.g., The medications affect mood, thus allowingE.g., The medications affect mood, thus allowingpatients show appropriate affect.patients show appropriate affect.

Effect as a verb, means to bring about; as aEffect as a verb, means to bring about; as anoun, it refers to a result.noun, it refers to a result.

E.g., One effect of elections is to effect a change inE.g., One effect of elections is to effect a change ingovernment.government.

For more examples, see Northey and TimneyFor more examples, see Northey and Timney(2005).(2005).


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General Writing

AbbreviationsAbbreviations Define any abbreviations you will be using.Define any abbreviations you will be using.

E.g., Attention Deficit Hyperactivity Disorder (ADHD) is.E.g., Attention Deficit Hyperactivity Disorder (ADHD) is.

Other than et al., the use of abbreviations such asOther than et al., the use of abbreviations such ase.g., i.e., etc. should be limited to parentheses. In thee.g., i.e., etc. should be limited to parentheses. In thetext, write them out in full (e.g., for example).text, write them out in full (e.g., for example).

Use & only in parenthetical citations (Smith & Jones,Use & only in parenthetical citations (Smith & Jones,2006); use and for citations in the text, such as2006); use and for citations in the text, such as

Smith and Jones (2006).Smith and Jones (2006).


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General WritingGeneral Writing

Useful sources about writing:Useful sources about writing:http://www.uwsp.edu/psych/apa4b.htmhttp://www.uwsp.edu/psych/apa4b.htmhttp://www.arts.uottawa.ca/writcent/hypergrammarhttp://www.arts.uottawa.ca/writcent/hypergrammarAmerican Psychological Association. (2001).American Psychological Association. (2001). PublicationPublication

manual of the American Psychological Associationmanual of the American Psychological Association (5(5thth

ed.). Washington, DC: American Psychologicaled.). Washington, DC: American PsychologicalAssociation.Association.

Northey, M., & Timney, B. (2005).Northey, M., & Timney, B. (2005). Making sense: AMaking sense: Astudents guide to research and writing.students guide to research and writing. Toronto, ON:Toronto, ON:Oxford University Press Canada.Oxford University Press Canada.

Truss, L. (2003).Truss, L. (2003). Eats, shoots and leaves.Eats, shoots and leaves. Toronto, ON:Toronto, ON:Penguin Books Canada, Ltd.Penguin Books Canada, Ltd.


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APA Format

General FormatGeneral Format Use a 12 pt font (10 characters per inch).Use a 12 pt font (10 characters per inch).

E.g., Times New RomanE.g., Times New Roman

Margins should be 1 inch.Margins should be 1 inch. Every page (including the Title and ReferenceEvery page (including the Title and Reference

pages) has a header consisting of the first 2pages) has a header consisting of the first 2or 3 words of the title, and a page numberor 3 words of the title, and a page numbernext to the header.next to the header.

http://www.uwsp.edu/psych/apa4b.htm#A1http://www.uwsp.edu/psych/apa4b.htm#A1


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APA FormatAPA Format

Title PageTitle Page

Running Head: TITLERunning Head: TITLE

Title, Students name, Nipissing UniversityTitle, Students name, Nipissing University ExampleExample

http://www.uwsp.edu/psych/apa4b.htm#A1http://www.uwsp.edu/psych/apa4b.htm#A1


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AbstractAbstract Check with your supervisor to find out if you shouldCheck with your supervisor to find out if you should

include an abstract with noninclude an abstract with non--empirical theses.empirical theses. It should consist of a single (doubleIt should consist of a single (double--spaced)spaced)

paragraph in block format (i.e., do not useparagraph in block format (i.e., do not useindentation).indentation). Provide a brief, comprehensive summary of the studyProvide a brief, comprehensive summary of the study

including a description of the problem beingincluding a description of the problem beinginvestigated, the methods used, the results, and theirinvestigated, the methods used, the results, and theirimplications.implications.

Do not include information that is not in the body ofDo not include information that is not in the body ofthe manuscript.the manuscript.

Limit the abstract to a 120 word maximum.Limit the abstract to a 120 word maximum. Avoid citing references in the abstract.Avoid citing references in the abstract.


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Text pagesText pages

The title of your paper should appear,The title of your paper should appear,

centred, at top of the first page of text (p3centred, at top of the first page of text (p3with an abstract; p2 if no abstract).with an abstract; p2 if no abstract).

Each page should be doubleEach page should be double--spaced andspaced and left-justified only.

The first line of each paragraph should beThe first line of each paragraph should beindented. Do not put gaps betweenindented. Do not put gaps betweenparagraphs.paragraphs.


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Subtitles are centred, in mixedSubtitles are centred, in mixed--casecase(Abstract, Methods, Results, Discussion,(Abstract, Methods, Results, Discussion,References)References)

Secondary titles (such as in Methods section)Secondary titles (such as in Methods section)are leftare left--justified, and in italics.justified, and in italics.

Abstract and References are on separateAbstract and References are on separate

pages from the main body of the paper, sopages from the main body of the paper, sothe section titles are centred at the top ofthe section titles are centred at the top oftheir respective pages.their respective pages.


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InIn--text citations take the following formats:text citations take the following formats: Smith and Jones (2006)Smith and Jones (2006)

(Smith & Jones, 2006). (Smith & Jones, 2006).

(Flynn, Saari, Stange, Weeks & Chow, 2006). (Flynn, Saari, Stange, Weeks & Chow, 2006). (Flynn, et al., 2006). (Flynn, et al., 2006).

(Flynn, 2004; Saari, 2000; Weeks, 2006). (Flynn, 2004; Saari, 2000; Weeks, 2006).

Within a paragraph, you need only include theWithin a paragraph, you need only include the

year with the 1year with the 1stst

citation; with each newcitation; with each newparagraph, include the year again.paragraph, include the year again.


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References PageReferences Page The section title is centred at the top of the page, andThe section title is centred at the top of the page, and

is written in mixed case.is written in mixed case.

The basic article format is:The basic article format is:Lastname, S. H., Lastname, J. D., & Lastname, B. S.Lastname, S. H., Lastname, J. D., & Lastname, B. S.

(2006). Article title in mixed case: Only first words are(2006). Article title in mixed case: Only first words arecapitalized.capitalized. Journal Title in Italics, 33Journal Title in Italics, 33 (2), 340(2), 340--399.399.

An example page can be found at:An example page can be found at:http://www.uwsp.edu/psych/apa4b.htm#A3http://www.uwsp.edu/psych/apa4b.htm#A3


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References PageReferences Page

List a maximum of 6 authors. The reference whenList a maximum of 6 authors. The reference whenmore than 6 authors looks looks like:more than 6 authors looks looks like:

Flynn, D.Flynn, D. Saari, M., Stange, K., Weeks, A., Murphy,Saari, M., Stange, K., Weeks, A., Murphy,D., Curwen, T., et al.(2006). Article title.D., Curwen, T., et al.(2006). Article title. JournalJournalTitle, 3Title, 3 (2), 23(2), 23--32.32.

The first & subsequent citations looks like this:The first & subsequent citations looks like this:

Flynn et al. (2006)Flynn et al. (2006)(Flynn et al., 2006).(Flynn et al., 2006).


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