1. Manuscripts submitted to Lingua PEdagogia should be between 5,000 to 7,000 words or 14-17 pages with single space and accompanied by an abstract of not more than 200 words, containing the significance of the topic, the identified gap of knowledge, purpose of the study, method, findings, and conclusion.
2. Include three to five italicized keywords below the abstract.
3. Lingua Pedagogia applies a peer review process and promotes blind reviewing. To facilitate this process, author’s names (without academic titles), institutional affiliations, and the email address of the corresponding author should appear only on a detachable cover sheet.
4. Contributor(s) are suggested to include a short CV describing his/her/their current position and activities in less than 80 words.
5. Manuscripts should be written in English in single space, using Microsoft Word, font size 12, Times New Roman, top and left margin 3 cm, bottom and right margin 2.54 cm, printed in Letters.
6. Insert a header on even page indicating the name of the Journal, Volume, Number, month, and year, and page number of the publication. On the odd page, insert the author(s) and a few words of the title of the articles.
7. Page numbers should be inserted at the bottom, placed on the right.
8. Write the main body of the article in two columns, except for tables and figures.
9. The title should be less than 15 words, capitalized, centered, with font size 14.
10. The introduction should consist of the background of the study, research contexts, literary review, and research objective. These all should be written in the forms of paragraphs which approximately 15-20% of the whole article length.
11. The method section consists of description concerning the research design, data sources, collection, and analysis covering more less 10-15% of the manuscript length.
12. The findings and discussion section consist of a description of the results of the data analysis to answer the research question(s) and their meanings seen from current theories and references of the area addressed. This section consist of approximately half of the total article length.
13. The conclusion section consists of the summary, restatement of the main findings.
14. Use only horizontal lines when using tables. Put table number and the title of the table on top of it.
15. Every source cited in the main body of the article should appear in the APA 6th style reference.
16. The references should at least 80% come from relevant sources published in the last 10 years. The sources cited are primary sources in the forms of journal articles, books, and research reports, including theses and dissertations.
17. Proofs will be sent to the author for correction and should be returned to ingua.pedagogia@uny.ac.id before the given deadline.
18. Citations and references follow APA 6th style and the latter should be included at the end of the article in the following examples:

 

Ashadi, A., & Rice, S. (2016). High stakes testing and teacher access to professional opportunities: lessons from Indonesia. Journal of Education Policy, 31(6), 727-741.

Balitbang. (2008). The assessment of curriculum policies in secondary education: Assessment report. Jakarta: Badan Penelitian dan Pengembangan.

Costner, K. (Director), & Blake, M. (Writer). (1990). Dances With Wolves [Motion picture]. United States: Majestic Film/Tig Productions.

Cox, C. (1999). Teaching language arts: A student-and response-centered classroom (3th ed.). Needam Heights, MA: Allyn & Bacon.

Cramond, B. (2007). Enriching the brain? Probably not for psychologists [Review of the book Enriching the brain: How to maximize every learner’s potential]. PsycCRITIQUES, 52(4), Article 2. Retrieved from http://www.apa.org/psyccritiques/

Dorland’s illustrated medical dictionary (29th ed.). (2000). Philadelphia: Saunders.

Hunston, S. & Oakey, D. (2010). Introducing applied linguistics: Concepts and skills. New York, NY: Routledge.

Johnson, L., Lewis, K., Peters, M., Harris, Y., Moreton, G., Morgan, B. et al. (2005). How far is far? London: McMillan.

Palmer, R. (in press). A third way: online labs integrated with print materials. Indonesian Journal of Applied Linguistics.

Sklair, L. (2010). Iconic Architecture and the Culture-ideology of Consumerism. Theory Culture Society, 27(135), pp. 135-159. DOI: 10.1177/0263276410374634.

Suherdi, D. (2010). Week three: Analyzing structure [Powerpoint slides]. Unpublished manuscript, IG502, Universitas Pendidikan Indonesia, Bandung, Indonesia.

Sukyadi, D. & Mardiani, R. (2011b). The washback effect of national examination (ENE) on English teachers’ classroom teaching and students’ learning. K@ta: A Biannual Publication on the Study of Language and Literature, 13(1), pp. 96-111.

Sukyadi, D. (2011). The metaphorical use of English address terms in Indonesian blog comments (A pragmatic analysis of Indonesian bloggers). Dalam Nasanius, Y. (ed.) Conference on English Studies (CONEST) 8, pp. 133-135, Jakarta: Unika Atma Jaya.

Moreno, L.R., & Hartson, M. (eds.). (2010). On visuals: James Pearce. Cambridge, MA: Harvard University Press.