Scripta Author Guideliness
- Articles submitted to the Journal should normally be between 4,000 to 6,000 words or between 9-14 pages with single space and should be accompanied by an abstract of not more than 250 words, containing the importance of the topic, the gap between theory and practice or between reality and expectation, or lacks of studies, objectives of the present study, method, findings, and conclusion.
- On the abstract, explicitly write in bold: Introduction, objective of the papers, method, findings, and conclusion.
- Below the abstract, about three to five keywords should appear together with the main body of the article with the font size 9.
- The Journal operates 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.
- Articles should be written in English in single space, using Microsoft Word, font size 10, Times New Roman,top and left margin 1.5’, bottom and right margin 1.5’, printed in Letters.
- Insert a header on even page indicating name of the Journal, Volume, Number, month, and year, and page number of the publication. On odd page, insert the author(s) and a few words of the title of the articles.
- Footnotes should appear at the end of the text, not at the foot of the relevant page. Page number should be inserted at the bottom, placed on the right.
- Write the main body of the article in two columns, except for tables and figures. Use first line indent of 1 cm, but no indent for first paragraph right after the main title and first paragraph after subheadings.
- Block citation should be 1 cm indented with the font size 10.
- For research-based articles, the outline used is: introduction (without heading or subheading), method, findings and discussion, conclusion, and references.
- The title should be less than 14 words, capitalized, centered, with font size 16.
- The introduction should consist of the background of the study, research contexts, literary review, and research objective. All introduction should be presented in the forms of paragraphs, not pointers, with the proportion of 15-20% of the whole article length.
- The method section consists of description concerning the research design, data sources, data collection, and data analysis with the proportion of 10-15% of the total article length, all presented in the form of paragraphs.
- The findings and discussion section consist of 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. The proportion of this section is 40-60% of the total article length.
- The conclusion section consists of the summary, restatement of the main findings.
- Use only horizontal lines when using tables. Put table number and the title of the table on top of it.
- Every source cited in the body of the article should appear in the reference, and all sources appearing in the reference should be cited in the body of the article.
- The sources cited should at least 80% come from those published in the last 5 years. The sources cited are primary sources in the forms of journal articles (strongly recommended), books, and research reports, including theses and dissertations. Citations from journal should be at least 80% of the total references cited.
- Proofs will be sent to the author for correction, and should be returned to firstname.lastname@example.org the deadline given.
- Quotation and references follows IEEE style and the latter should be included at the end of the article in the following examples:
 N. Annamalai, R. Manivel, and R. Palanisamy. (2006). Small group discussion: Students perspectives. Int. J. Appl. Basic Med. Res., 2015, doi: 10.4103/2229-516x.162257.
 J. C. Richards, Longman Dictionary of Language Teaching and Applied Linguistics.
 Ahmed Sanoussi Himeda Al Jawad and S. H. Abosnan. (2020). The Impact of Using Small Group Discussion Technique on Enhancing Students’ Performance in Speaking Skill: A Case Study of Benghazi University. Int. J. Linguist. Lit. Transl. IJLLT, vol. 3, no. 7, pp. 189–198. doi: 10.32996/ijllt.
 Y. Lee and P. A. Ertmer, (2006). Examining the effect of small group discussions and question prompts on vicarious learning outcomes. J. Res. Technol. Educ., vol. 39, no. 1, pp. 66–80.doi: 10.1080/15391523.2006.10782473.
 N. Thotakura and M. Anuradha. (2018) Effectiveness of small group discussion over traditional lecture : a cross sectional comparative study . IOSR J. Res. Method Educ. IOSR-JRME, vol. 8, no. 4, pp. 21–26. doi: 10.9790/7388-0804032126.