Outlines for paper to be published in ELLITE

TITLE – NOT MORE THAN 15 WORDS TIMES NEW ROMAN (TNR) FONT SIZE 14, BOLD, CENTRED, UPPERCASE

 

Author’s Name1, Author’s Name2

 

1Affiliation (University/School name, City, Province, Country) TNR font size 12 in italics, centred

2Affiliation (University/School name, City, Province, Country) TNR font size 12 in italics, centred

Corresponding author’s email: eltfkip@unsam.ac.id (TNR, font size 12, centred, single spacing)

 

Received: (the date you send the manuscript) Accepted: (the date article is accepted)

 

Abstract

 

The abstract should be written in one paragraph and should be not more than 250 words. TNR, font size 12, single spacing, and italic. Follow the following pattern: General statement about the importance of the topic, rationales and purposes of study, method, main findings, and conclusion.

 

Keywords: Keywords (no more than two lines – normally not more than five keywords – TNR, font size 12, single spacing, and italic)

 

MAIN HEADINGS – FONT SIZE 12, BOLD, CAPITALISED 

Subheadings – Font size 12, Bold, Sentence case

Subheadings – Font size 12, Bold, Italic, Sentence case

 

INTRODUCTION

ELLITE employs Introduction – Methods – Findings and Discussion - Conclusion sequence. Literature Review heading IS NOT allowed in ELLITE.

The article should be at least 5,000 words for research reports and 4,000 words for theoretical perspective articles, and single-spaced, 12 point Times New Roman font, excluding references and appendices. 

All submissions will undergo early screening stage before the blind review process.

The use of citation manager (Mendeley, Zotero) is highly encouraged.

In-text citations should appear in References and vice versa, sources mentioned in References should appear in in-text citations. Failure to do so may result in pre-review revision or even rejection in the early screening stage. 

ELLITE does not tolerate plagiarism. All submissions will be checked in Turnitin for similarity. Though ELLITE does not specify any allowed maximum percentage of similarity, all submissions will be checked in details. Submissions with too much similarity (excluding references) indicating either intentional plagiarism or unintentional plagiarism will be rejected in the initial screening stage either on the ground of suspected plagiarism or of low quality submissions. Authors can submit their unpublished thesis or final papers (stored in Turnitin database) to ELLITE provided that they have paraphrased their works so that the similarity percentage can be maintained to a very minimum level.

Articles which have been submitted to ELLITE cannot be withdrawn. Unless a rejection decision has been made, authors cannot submit their articles elsewhere.

 

Literature Review MUST be merged into INTRODUCTION

Subheading

METHODS

This part includes research design, participants or data source, and data analysis. It can be added by ethical consideration (if any).

FINDING AND DISCUSSIONS

The findings of this study are presented in three sessions covering different concepts of approach and methods from the standpoint of post-method principles of foreign language teaching in the post-method era, the implementation of the principles post-method in foreign language teaching, and classroom practice view. 

 

Differences in the Concept of Approach and Method in the Era Post-Method 

In the post-method era proposed by Richards and Rodgers (2001), the method refers to a specific instructional model or system based on a particular theory of language and language learning. 

What Richards and Rodgers said about the above approaches and methods is also in line with what Zakeri (2014) view that practitioners in English Language Teaching (ELT) are no longer comfortable with only one method of teaching, especially after the emergence of the post-method era concept. 

 

CONCLUSION

This part represents the conclusion of study. It can be at least one paragraph and maximized five paragraphs. 

 

REFERENCES

Use APA Reference Style for in-text citations and the reference list. The use of citation manager (Mendeley, Zotero) is highly encouraged. Make sure what you quoted in the text, they must be listed in the references

 

Brown, H. D. (2002). English language teaching in the postmethod era: Toward better diagnosis, Treatment, and Assessment. In J. C. Richard & W. A. Renanyda: Methodology in language teaching. New York: Cambridge.

Drozdzial-Szelest, K. (2013). Methods in language teaching: Do we still need them?. In Krystyna Drozdzial-Szelest & Miroslaw Pawlak: Psycholinguistic andsociolinguistic perspective on second language learning and teaching. Berlin: Springer.

Ellis, R. (1991). Understanding second language acquisition. Oxford: Oxfoed University Press. 

Fat’hi, J. & Khatib, M. (2012). Postmethod Pedagogy and ELT Teacher. Journal of Academic and Apllied Studies, Vol. 2, February 2012.

Hall, G. (2011). Exploring English language teaching: Language in action. London: Routledge.

Hashemi, S. M. R. (2011). Postmethodism: Possibility of the impossible?. Journal of Language Teaching and Research, Vol. 2, No. 1, January 2011.

Kharaghani, N. (2013). Learner autonomy and language curriculum development in postmethod era. Proceeding of the Global Summit on Education, Kuala Lumpur, GSE 2013.

Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. New Jersey: Lawrence Erlbaum Associates Publisher.

Mozayan, M. R. (2015). Postmethod perspectives in ELT and materials development revisited: A critical approach. Journal ICT & Innovation in education, Volume 3, Issue 4, 2015.

Murray, J. (2009). Teacher competencies in the postmethod landscape: The limits of competency-based training in TESOL teacher education. Journal TESOL, Volume 24, No. 1, 2009.

Purwoko, H. (2010). Teori dan praktek mengajar bahasa Inggris: Speaking ability. Seminar dan lokakarya Nasional, Penelitian tindakan kelas dalam perspektif etnografi. Program Linguistik Undip.

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

Shakouri, N. (2012). Methods are not dead!. Journal of Comparative Literature and Culture (JCLC), Vol. 1, No. 1, 2012.

Soto, M. A. (2014) Postmethod pedagogy: Towards enhanced context-situated teaching methodologies. Dalam D.L. Banages, M. Lopez-Barrios, M. Porto, dan M. A. Soto: English language teaching in the postmethod era. Santiago: APISE.

Sugiyono. (2012). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.

Sukarno. (2012). Applying postmethod in teaching English to young learners. Journal TEYLIN 2: From policy to classroom, 2012. 

Tasnimi, M. (2014). The role of teacher in the postmethod era. Express, an International Journal of Multi Disciplinary Research, Vol. 1, Issue 3, March 2014.

Vishwanathan, M. R. (2014). Interrogating the postmethod condition: Are we there yet?. Journal of ELT and Applied Linguistics (JELTAL), Volume 2, Issue 4, December 2014.

Zakeri, E. (2014). Postmethod era: Amalgamation of methods, a real example. International Journal of Language Learning and Applied Linguistics World (IJLLALW), Volume 5, February 2014.

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