International Education Trend Issues

Volume XX, Number XX, 20XXX

Instructions/Template for Preparing Manuscript for International Education Trend Issues) ← 14pt,
bold, all Text BOOK ANTIQUA

(The title should be simple, concise and informative with only the first word
capitalized. A shortened version of the title consisting of a maximum of 100
characters (including spaces) for running headers should also be provided.)

ABSTRACT Keywords:
11pt, BOOK ANTIQUA
A concise and factual abstract is required. The abstract should state briefly Maximum of 5
the purpose of the research, the principal results and major conclusions. An keywords separated
abstract is often presented separately from the article, so it must be able to by semicolon (;),
stand alone. For this reason, References should be avoided, but if essential, crucial to the
then cite the author(s) and year(s). Also, non-standard or uncommon appropriate indexing
abbreviations should be avoided, but if essential they must be defined at of the papers, are to
their first mention in the abstract itself. The abstract should be clear, be given. example:
concise, and descriptive. This abstract should provide a brief introduction economics;
to the problem, objective of the paper, followed by a statement regarding development; panel
the methodology and a brief summary of results. The abstract should end regression;
with a comment on the significance of the results or a brief conclusion. econometrics
Abstracts are written in 11 BOOK ANTIQUA, preferably not more than 150
words *) for foreign, only
abstract in English

INTRODUCTION
The introduction should be clear and provide the issue to be discussed in the
manuscript. Before the objective, authors should provide an adequate background,
and very short literature survey in order to record the existing solutions, to show
which is the best of previous researches, to show the main limitation of the previous
researches, to show what do you hope to achieve (to solve the limitation), and to
show the scientific merit or novelties of the paper
Containing backgrounds of the problem, depiction and further scrutiny of the
problem or the gap between what is idealized and what is the reality, supported by
relevant theories and recent research, and objective of the study. The problem
should offer a new research value or benefit as an innovative endeavour, written
more or less 20% of the whole body including the title and abstract

METHOD
This section must be written out briefly, concisely, clearly, but adequately so
that it can be replicated. This section contains explanations of the research approach,
subjects of the study, conducts of the research procedure, use of materials and
instruments, data collection and analysis techniques. These are not theories. In the
case of statistical uses, formulas that are generally known should not be written
down. Any specific criteria used by the researcher in collecting and analyzing the
research data should be completely described. This section should be written not

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 International Education Trend Issues
Volume XX, Number XX, 20XXX

more than 10% (for qualitative research) or 15% (for quantitative research) of the
body.

RESULTS AND DISCUSSION

Example:
Insert Table 1 Here
Insert Figure 1 Here
TABLE: I
Specification Applicable
Font Face Book antiqua 1 Column and 2 Column
Word File
Top Margin 0.8” 1 Column and 2 Column
Word File
Bottom Margin 0.6” 1 Column and 2 Column
Word File
Left Margin 0.8” 1 Column and 2 Column
Word File
Right Margin 0.6” 1 Column and 2 Column
Word File
Space Between Column 0.3” 2 Column Word
Document

The author needs to report the results in sufficient detail so that the reader can
see which statistical analysis was conducted and why, and later to justify their
conclusions.
Reporting results: The author may assume that the reader has a working
nowledge of basic statistics (i.e., typically the contents covered in a 1st statistics
course).
Discussion should be clear and concise. The results should summarize
(scientific) findings rather than providing data in great detail. Please highlight
differences between your results or findings and the previous publications by other
researchers.
The discussion should explore the significance of the results of the work, not
repeat them. A combined Results and Discussion section is often appropriate. Avoid
extensive citations and discussion of published literature.
In discussion, it is the most important section of your article. Here you get the
chance to sell your data. Make the discussion corresponding to the results, but do
not reiterate the results. Often should begin with a brief summary of the main
scientific findings (not experimental results). The following components should be
covered in discussion: How do your results relate to the original question or
objectives outlined in the Introduction section (what)? Do you provide interpretation
scientifically for each of your results or findings presented (why)? Are your results
consistent with what other investigators have reported (what else)? Or are there any
differences?

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 International Education Trend Issues
Volume XX, Number XX, 20XXX

The discussion section should:

- Restate the study’s main purpose
- Reaffirm the importance of the study be restating its main
contributions
- Summarize the results in relation to each stated research objective or
hypothesis without introducing new material
- Relate the findings to the literature and the results reported by other
researches
- Provide possible explanations for unexpected or non-significant
findings
- Discuss the managerial implications of the study
- Highlight the main limitations of the study that could influence its
internal and external validity
- Discuss insightful (i.e., non-obvious) directions or opportunities for
future research on the topic
The discussion section should not merely restate the findings reported in the
result section or report additional findings that have not been discussed earlier in the
article. The focus should instead be on highlighting the broader implications of the
study's findings and relating these back to previous research. Make sure that the
conclusions you reach follow logically from and are substantiated by the evidence
presented in your study (Varadarajan 1996: 5).

CONCLUSION
In this section, the author presents brief conclusions from the results of research with
suggestions for advanced researchers or general readers. A conclusion may review
the main points of the paper, do not replicate the abstract as the conclusion.
Not only does the author write down the major flaws and limitations of the study,
which can reduce the validity of the writing, thus raising questions from the readers
(whether, or in what way), the limits in his studies may have affected the results and
conclusions. Limitations require critical judgment and interpretation of their impact.
The author should provide the answer to the question: is this a problem with error,
method, validity, and or otherwise?
Writing an academic article is a challenging but very fulfilling endeavor. Hopefully,
the guidelines presented here will enable you to write your first academic article
with relative ease. Students, however, often underestimate the time required to
produce a “polished” first effort. You cannot write a proper research article in a
weekend or even a week. It is, therefore, extremely important to allow yourself
enough time –at least three to four weeks—to work on the successive draft.
Acknowledgment
Recognize those who helped in the research, especially funding supporters of your
research. Include individuals who have assisted you in your study: Advisors,
Financial supporters

REFERENCE

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Volume XX, Number XX, 20XXX

The reference contains a list of journals, books, or the other publications referenced
in published manuscripts in the last 10 years (80%). Minimum amount of
reference is 10 pieces, and 70% of it is a journal library. The International
Journal of Business, Law, and Education literature follows the American
Psychological Association (APA) 6th Edition. Writing a reference (and citation)
is suggested using the Mendeley, Andnote, or Zotero app.

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Hrachovy, J., Baggett, K., Cantwell, J., Clopton, N., Garber, T., & Schreiber, J. (2000).
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(2007). Clinical Instructors’ Perceptions of Behaviors That Comprise Entry-Level
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Kathleen Luedtke Hoffmann, Loretta Schoen Dillon, Carolyn Utsey, & Joe Tomaka.
(2012). Is There a Relationship between Performance during Physical Therapist

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Clinical Education and Scores on the National Physical Therapy Examination

(NPTE) | Semantic Scholar. Journal of Physical Therapy Education.
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Shinnick, E., & Filan, D. (2008). Assessment of undergraduate physiotherapist
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Proctor, P. L., Dal Bello-Haas, V. P., McQuarrie, A. M., Sheppard, M. S., & Scudds, R.

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J. (2010). Scoring of the physical therapist clinical performance instrument (PT-

CPI): Analysis of 7 years of use. Physiotherapy Canada, 62(2), 147–154.
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