Pertemuan 3-4, 10-11 Maret 2023

PENULISAN
ARTIKEL
PUBLIKASI

Dr. Banun Havifah Cahyo Khosiyono, M.Pd.

[email protected]
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Menavigasi dan memilih jurnal nasional/ inter
nasional bereputasi
Database:
• Google scholar https://scholar.google.com/
• SHINTA https://sinta.kemdikbud.go.id/
• ERIC https://eric.ed.gov/
• SCOPUS https://www.scopus.com/
• Web of Science https://mjl.clarivate.com/
• Springer https://link.springer.com/
• Science direct https://www.sciencedirect.com/
• Taylor & Francis https://www.tandfonline.com/
• Wiley Library https://www.onlinelibrary.wiley.com/
• Emerald https://emeraldinsight.com/
• SAGE https://journals.sagepub.com/
• OXFORD https://academic.oup.com/journals/
• Cambridge https://www.cambridge.org/core
Planning Manuscript Writing: What to Take

Research Community of
Practice • Komunitas Riset Praktek
• Pembaca Internasional
International Readershi • Kesenjangan Penelitian/ Kebaruan/
p Orisinalitas
Research Gaps/Novelty/ • Kontribusi Penelitian
Originality • Implikasi Penelitian
Research Contributions
Research Implications
Types of Refereed Journal Articles/Papers

1. Original Research Paper

2. Textual Research Paper
3. Position/Review/Conceptual Paper
4. Meta-Analysis/Systematic/Scoping Review Paper
5. Short Communication/Brief/Research Notes/In-Progress Paper
6. Best Practice/Classroom/Pedagogical/Innovative Practice/Teachin
g Tip Paper
7. Visual Essay
8. Poetry/Interview-with-Expert Paper
9. Commentary/Readers’ Respond Paper
10. Book Review Paper
 Research design
• Action Research • Discourse Studies
• Classroom Research • Content Analysis
• Design Based or Developmental Rese • Corpus Research
arch • Experimental Research
• Case Studies • Correlational Studies
• Narrative Inquiries • Cross-sectional Studies
• Diary Studies • Comparative Studies
• Ethnography (Micro-Ethnography) • Survey Research
• Phenomenology • Mixed-Methods Research
• Grounded Theory • Replication Studies
• Focus Groups • Meta-analysis Studies
• Life Story Interview • Field Research
• Visual Research • Research 2.0
• Observational Studies
Framing Your Research Project
A research topic is the broad subject matter addressed by the study (r
esearch domain).
A research problem is a general [language education] issue, concern,
phenomenon, or controversy addressed in research that narrows do
wn the topic (Research landscaping/mapping).
A research purpose (goal) is the major objective of the study used to
address the problem (Research significance/contribution/implication).
Research questions narrow down the purpose into specific questions
that the researcher would like to investigate or examine in the study (
novelty/originality)

Source: Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualita
tive research (4th edn.). Boston, MA: Pearson Education
 Framing Your Research Project in
Action
Background Information (What(2)
has been an issue
here?)
ISSUE
- Why is it important for us to discuss this issue?
- Why is it a need for us to raise this issue?
FIELD
- Under what context is this issue discussed or
debated?
GAP
- Is there any gap (controversy) between
individuals,
groups, or communities in this field and beyond? FOCUS

Stance Taking (What specific stance is presented

here?)
What is your position in response to this gap or
controversy in your field?
Crafting Titles:
• Consider the audience and meeting t
heme • Pertimbangkan audiens dan tema
• MenekankanManfaat dan hasil
• Stress benefits and results
• Mengidentifikasi kekhawatiran, masalah, tren
• Identify concerns, issues, trends
• Cocokkan dengan hati-hati dengan konten An
• Match carefully to your content da
• Stimulate interest • Merangsang minatJelaskan tujuan sesi
• Make the session purpose clear • Memotivasi kehadiran
• Motivate attendance • Hindari kelucuan, mengarang akronim yang di
• Avoid being cute, inventing forced ac paksakan, atau membuat judul samar yang me
ronyms, or generating cryptic titles th mbingungkan pembaca
at confuse the reader

Jalongo & Saracho (2016: 76)

Position/review article
Theoretical/state-of-the-art/review/posi
tion/perspective articles should Artikel teoretis/canggih/ulasan/posisi/perspektif
• explore/challenge/expand a conce seharusnya
ptual framework/theory • mengeksplorasi/menantang/memperluas kera
• discuss the application of a particul ngka konseptual/teori
ar concept/theory to a particular p
edagogical context/situation. • mendiskusikan penerapan konsep/teori terten
• offer fresh insight into theory/pract tu pada konteks/situasi pedagogis tertentu.
ice/research • menawarkan wawasan baru ke dalam teori /
These articles should not describe (cop praktik / penelitian
y and paste) or reiterate the existing lit Artikel-artikel ini tidak boleh mendeskripsikan (
erature or commonly held ideas instea
d of arguing for and against the ideas. menyalin dan menempel) atau mengulangi litera
tur yang ada atau gagasan yang umum dianut al
ih-alih memperdebatkan atau menentang gagas
an tersebut.
Best practice or evidence based practice (EBP)

• Practice/Reflection led articles should discuss theory-driven practic

e (praxis). In this respect, an underlying conceptual framework sho
uld inform current practice or vice versa.
• Artikel yang dipimpin oleh praktik/refleksi harus membahas prakti
k yang digerakkan oleh teori (praksis). Dalam hal ini, kerangka kon
septual yang mendasari harus menginformasikan praktik saat ini a
tau sebaliknya
Meta-analysis or systematic review
• This article reviews previous studies looking at theory adopted, m
ethodology used, and data (findings/results).
• Artikel ini mengulas penelitian-penelitian sebelumnya dengan mel
ihat teori yang dianut, metodologi yang digunakan, dan data (tem
uan/hasil).
Original Research
• Title
• Abstract and Keywords
• Introduction → describe your topic briefly stating why it is important to research on it. End the introduction with your research obj
ectives (jelaskan topik Anda secara singkat dengan menyatakan mengapa penting untuk menelitinya. Akhiri pendahuluan dengan tuj
uan penelitian Anda).
• Literature review (conceptual framework/ theoretical framing) → discuss all relevant theories (membahas semua teori yang relevan).
• Research method → discuss who are involved in your study, what are their background, and how you selected them. How did you
collect data and what instrument you used (diskusikan siapa saja yang terlibat dalam studi Anda, apa latar belakang mereka, dan ba
gaimana Anda memilih mereka. Bagaimana Anda mengumpulkan data dan instrumen apa yang Anda gunakan).
• Findings/ Results and Discussions
• Findings/Results
• Discussions
• Conclusion → Research goal reiteration, weaknesses & future studies (Pengulangan tujuan penelitian, kelemahan & studi masa dep
an)
• References
Abstract
• Background/problem: State why I embarked on the pr • Latar belakang/masalah: Nyatakan mengapa saya
oject-often some reference to a gap or debate in the li memulai proyek-seringkali mengacu pada kesenjang
terature or a real-world situation or problem an atau perdebatan dalam literatur atau situasi atau
• Objective/aim: State what my project/study was intend masalah dunia nyata
ing to figure out, the topic of the article. • Tujuan/sasaran: Nyatakan apa yang ingin dipecahka
• Method/design: State how I accomplished the project; n oleh proyek/studi saya, topik artikel.
name my data and methodology. • Metode/desain: Sebutkan bagaimana saya menyele
saikan proyek; beri nama data dan metodologi saya
• Results/findings: State what I found through the proje • Hasil/temuan: Nyatakan apa yang saya temukan me
ct, my findings. lalui proyek, temuan saya.
• Conclusions/discussion: State what conclusions I draw • Kesimpulan/diskusi: Nyatakan kesimpulan apa yang
from the project, my argument (and recommendations, saya ambil dari proyek, argumen saya (dan rekomen
if that is appropriate). dasi, jika sesuai).
• Keywords: List the keywords or search terms that I defi • Kata kunci: Cantumkan kata kunci atau istilah penca
nitely want to appear in my abstract. rian yang pasti ingin saya tampilkan dalam abstrak s
aya.
 Abstract
Rhetorical Moves: Style 1 Rhetorical Moves: Style 2
• Research Goal/Purpose • Research Gap(s)
• Research method • Research Goal/Purpose
• Data Collection and Anal • Data Colection and Anal
ysis ysis
• Findings/Results • Findings/Results
• Implication(s) • Implication(s)
Writing Keywords (Paper/Thesis)
❑ Write 3-5 keywords (in some case up to 7 keywords) • Tulis 3-5 kata kunci (dalam beberapa kasus
❑ Write these keywords in alphabetical order
hingga 7 kata kunci)
• Tulis kata kunci ini dalam urutan abjad
❑ Sources of keywords
• Sumber kata kunci
1. Theory/theories adopted 1. Teori/teori yang dianut
2. Constructs/variables under study 2. Konstruksi/variabel yang diteliti
3. Research domain 3. Domain penelitian
4. Research focus (foci) 4. Fokus penelitian (fokus)
5. Research context: institutional (e.g., 5. Konteks penelitian: kelembagaan (mis., p
endidikan) atau geografis (merujuk ke ne
a education)or geographical (refer to a country)
gara)
6. Research participant(s) 6. Peserta penelitian
7. Research intervention(s) 7. Intervensi penelitian
8. Research implication(s) 8. Implikasi penelitian
 Abstract Example 1

Variables
or
Constructs

Research
Gap (RG)
and Purpose

Research
Design

Theory Clearly ▪ 5 Keywords

Indicated ▪ Listed in Alphabetical
Order
Interview
Data Research
Implication
 Abstract Example 2

▪ Constructs
▪ Research
Design

Focus

Research
Design

Sampling

Finding
Value
▪ 6 Keywords
▪ Not Listed in Alphabetical
Order
 Abstract Example 3
▪ Constructs
▪ Research
Design

Focus

Research
Design
Research
Contribution
Methodology
▪ 4 Keywords
▪ Not Listed in
Finding Alphabetical Order
Value
 Abstract Example 4

▪ Constructs
▪ Research
Design

Focus

Methdology

Findings

▪ 5 Keywords
▪ Not Listed in
Alphabetical Orde
Implication
 Abstract Example 5
Pengalaman Mahasiswa Thailand dalam Pembelajaran Daring di Universitas di
Indonesia pada Masa Pandemi COVID-19

Konstruk

Desain Riset

Metodologi

Temuan

Implikasi
 Crafting Your Introduction: What Do We Offer?

1. Global or National Issue Debate/Controversy/Discussion

2. Research Community of Practice
3. International Readership
4. Research Gaps/Novelty/Originality
5. Research Contributions
6. Research Implications
 Teknik Menemukan Evidence Gap

Awali dengan menganalisis setiap alur penelitian Anda, lalu hasil analisis ini disintesiskan
untuk mengungkap fakta-fakta baru yang bertentangan dengan fakta yang telah
diungkapkan dalam riset terdahulu [Müller-Bloch & Kranz, 2014].
 Knowledge Gap

Knowledge gap bisa ditemukan dalam 2 kondisi: Pertama, tidak ditemukan pengetahuan
atau informasi di bidang yang sebenarnya sebagaimana diteorisasikan dalam
riset -riset sebelumnya. Artinya, apa yang diteorikan itu tidak ada atau informasi faktual
dalam riset Anda tidak seperti yang diteorikan dalam kajian literatur sebelumnya. Kedua,
bisa saja terjadi bahwa hasil penelitian Anda berbeda dengan apa yang diharapkan atau
tidak sesuai dengan yang diasumsikan sebelumnya [Müller-Bloch & Kranz, 2014].
 Practical-Knowledge Gap

Yang ini berkaitan dengan gap yang terjadi ketika muncul perbedaan perilaku para
professional dengan perilaku yang sudah dianggap perilaku lazim oleh lingkungan umum.
Berarti, dalam riset Anda, Anda berupaya untuk menentukan ruang linkup konflik dan
menyingkap alasan- alasan di balik konflik perilaku tadi [Müller-Bloch & Kranz, 2014].
 Methodological Gap

Gap ini muncul karena pengaruh metodologi pada hasil-hasil riset Anda. Metode yang
digunakan sebelumnya tidak tepat atau kurang cocok dengan topik riset Anda sehingga
Anda menggunakan metode baru yang tidak sama dengan metode sebelumnya untuk
masalah riset yang sama. Dalam hal ini, metode Anda lebih tepat daripada metode yang
telah digunakan sebelumnya untuk meneliti persoalan yang sama. Gap ini umumnya
terjadi jika sebelumnya hanya digunakan 1 metode tunggal, sementara Anda
menggunakan berbagai metode atau menggabungkan berbagai metode untuk
membedah sebuah topik penelitian, demikian kata Om Müller-Bloch & Kranz (2014).
 Empirical Gap

Empirical gap berkaitan dengan temuan riset yang perlu diverifikasi ulang atau dievaluasi
secara empiris. Artinya, hingga Anda melakukan riset belum ada riset sebelumnya yang
melakukan evaluasi atau kajian empiris terjadap topik yang sedang Anda teliti dengan
menggunakan pendekatan empiris [Müller-Bloch & Kranz, 2014].
 Theoretical Gap

Gap ini berkaitan dengan gap teori dalam riset terdahulu. Artinya, ada teori terkait riset
Anda yang belum digunakan sebelumnya, yang seharusnya digunakan karena relevan.
Dan teori Anda untuk riset Anda sangat relevan dengan topik yang sedang diteliti. Atau
apakah teori yang Anda gunakan itu lebih baik daripada tepri yang sudah digunakan
untuk topik riset yang sama. [Müller-Bloch & Kranz, 2014].
 Population Gap

Population gap berkaitan dengan populasi yang kurang diperhatikan atau tidak
diperlakukan secara cukup/seimbang dalam riset sebelumnya. Misalnya, yang disorot
pada riset terdahulu hanya kaum perempuan, sedangkan kaum pria tidak disinggung
sedikit pun. [Robinson, et al, 2011].
Crafting Your Introduction: Claim, Reasoning, a
nd Evidence
❑ Navigating arguments • Menavigasi argumen
❑ Doing comprehensive research on • Melakukan penelitian komprehensif t
the chosen issue entang masalah yang dipilih
❑ Collecting and evaluating evidence • Mengumpulkan dan mengevaluasi bu
1. Personal experiences/testimonies kti
2. Common knowledge 1. Pengalaman/kesaksian pribadi
3. Facts 2. Pengetahuan umum
4. Examples 3. Fakta
5. Experts’ opinions/authorities 4. Contoh
6. Research finding
5. Pendapat/kewenangan para ahli
6. Temuan penelitian
 Showcasing Your Constribution

➢ Theoretical Contribution • Kontribusi Teoretis

➢ Conceptual Contribution • Kontribusi Konseptual
➢ Empirical Contribution • Kontribusi Empiris
➢ Methodological Contribution • Kontribusi Metodologis
➢ Analytical Contribution • Kontribusi Analitis
➢ Practical Contribution • Kontribusi Praktis
➢ Contextual Contribution • Kontribusi Kontekstual
➢ Policy Contribution • Kontribusi Kebijakan
 Writing an Introduction (Paper # 1):
Paragraph
Research # 1and Stance Taking
Domain, Issue,
Introduction
Educational literature [Theme] has established [Material Process] that
[Discourse Marker] feedback [Theme] is [Relational Process] an active
process, rather than simply the transmission of information. For the
feedback process to be effective [Leading Theme], students [Theme]
must decode [Mental Process] information received and take action
[Material Process] (Nicol 2010; Carless and Boud 2018). While
information can be delivered in a variety of ways, formative assessments
[Theme] are often the vehicle of choice: as they can focus on not only
promoting learning, but also provide diagnostic information to both
studentsand staff(Harlen and James 1997)

StanceTaking+Reasons
 Writing an Introduction (Paper # 1):
Paragraph # 2
ResearchFocus
The central objective of this article is to measure the effectiveness of a
series of formative eassessments with reference to [Paremeter] the
student voice and staff reflections. Evidence suggests that use of
formative assessment in the early weeks of the first year of a university
degree is associated with student success (Yorke 2003): enhancing
students’ ability to monitor their own progress is a crucial element of
their empowerment in the learning process. However, given the
current pressure on formative assessment and the growing view that it
is an ‘optional extra’ (Wu and Jessop 2018) it is important to investigate
and reaffirmits value. Empirical
Evidence Value/Benefit
Parameter
Concession
ValueValidity Claim
 Writing an Introduction (Paper # 1):
Paragraph # 3

Issue Contextualizingthe
Contributions
Specificity What isLacking ResearchFocus
 Writing an Introduction:
Sandra Bader & Max M. Richter (2014) Dangdut Beyond the Sex:Paper #2
Creating Intercorporeal
Space through Nyawer Encounters in West Java, Indonesia, EthnomusicologyForum,23:2,
163-183.

Issue
Raising

Issue
Raising

Proble
m
atizing
 Writing an Introduction (Paper # 2):
Paragraph # 1

Indicati
ng a
context

Indicatin
g what
is being
debated

Raising
an issue-
Nyawer
Issue-ContextualFraming
Operationalizin Operationalizin
g Dangdut g Nyawer
 Writing an Introduction (Paper # 2):
Paragraph
Dominant views in the media and # 2discourses pertaining to
in academic
these actions tend to position [Judging Process] female singer-
dancers [Recipient] as either deviant and immoral [Judgmental
Voice] or as [Discourse Marker] liberated and empowered
[Judgmental Voice]. As will be further discussed, much of the
existing academic literature on dangdut and its female performers
has not sufficiently addressed [Indicating a gap] the
intercorporeal space created between performers and dancing
audience members [Offering New Insight], as well as the values and
principles [Offering New Insight] that are continuously renegotiated
[NoveltyMarker]duringnyawer encounters.

Problem-RaisingFraming
 Writing an Introduction (Paper # 2):
Paragraph # 3
Indicating
Contributi
o ns

Indicatin
g Foci
Operationa NoveltyFraming
l izing
Nyawer
Encounters Indicatin
g
 Writing an Introduction:
Paper # 3

Focus

Findings

Methodology
Contribution
 Writing an Introduction: Paper # 3,
Para # 1

Raising
an Issue

Evidence

Facts
 ReadingforLogicintheIntroductionSection:Paper# 3, Para#2
Furtherin
g the
Issue

Valuing

Gap

Theoretical
ly-Based
Questions
 Writing an Introduction:
Paper # 4

Indicati
nga
Gap
Research
Focus Results

Methodology
Contribution
Writing an Introduction (Paper # 4): Paragraph # 1

Defining

Indicatin
g facts

Endorsin
g Voice

Issue-ContextualFraming
Writing an Introduction (Paper # 4): Paragraph # 2
Indicati
ng a
fact

Indicatin
ga
debate

Key
Issues

Empirical
Evidence
Research
Gaps
Writing an Introduction (Paper # 4): Paragraph # 3

Indicati
ng
what
has
been
studied

Locating
research
gaps
ResearchGap Framing
Writing an Based
Introduction (Paperresearch
on the identified # 4): Paragraph # 4 of this study is to
gaps, the purpose
further the comprehension of Halal tourist loyalty towards a tourism
destination in a Halal tourism context. Specifically, this study is aimed to
(1) evaluate the dimension of tourist Halal experience and (2) assess
tourist loyalty formation consisting of Halal experience, experience quality,
perceived value, and tourist satisfaction as the drivers. From a theoretical
perspective, this study will provide a clearer picture of how a tourist’s
experience in Halal friendly tourism services impacts their post-visit
behaviour. From a practical perspective, this study should help tourism
managers to develop appropriate strategies to create loyalty among their
Muslim visitors. The following part outlines the conceptual framework as
the basis for developing the hypotheses tested.

ContributionFraming
 Writing an Introduction:
Paper # 5

Research
Background
Gap
Research
Goal
Methodolog
y Findings

Implication
Writing an Introduction (Paper # 5): Paragraph # 1
Locatingan
Issue

Indicating
why it is
importantto
discuss
 Writing an Introduction (Paper # 5):
Paragraph # 2

ProlematizingtheIssue

Indicating a Gap
 Writing an Introduction:
Paper # 6

Research
Focus

Methodology

Results

Implications
Writing an Introduction (Paper # 6): Paragraph # 1

Empirically
Authoritative
Starter

Endorsin
g Voice
Writing an Introduction (Paper # 6): Paragraph # 2

Empirical
Evidence

Research
Gap

Research
Focus

Empirical
Evidence
Endors
e ment
 Writing an Introduction:
Paper # 7

Indicating Best
Practice

Findings

Implication
 Writing an Introduction (Paper # 7): Just One
Paragraph

Locatin
g the
Issue

Contextualin
g the Issue

Problematizin Best Practice

g the Policy (BP)
BP Goal
 Writing an Introduction:
Paper # 8

Indicating
research
design
and focus

Methodology

Findings

Implication
 Writing an Introduction (Paper # 8): Just One
Introduction Paragraph
In teacher education and teacher professional development [Research
Domain], a professional learning community (PLC) or a teacher
community of learning has been adopted as a platform for teacher
learning [Intervention]. Recent studies (Prenger, Poortman, and
Handelzalts 2019) show that a PLC contributes to teacher professional
learning and sustainable teacher professional development (TPD)
[Empirical Evidence]. Despite much research into PLC and TPD
[Concession+], relatively little is known about how a PLC as a
platform for sustainable TPD along with structured professional learning
tasks reconstructs teacher educators’ professional identity (Widodo
2018) [Gap]. Therefore, the present study aims to investigate the
impact of a blended PLC on teacher educators' professional identity
[ResearchFocus].
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