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PREFACE

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 TABLE OF CONTENT
PREFACE.........................................................................................

TABLE OF CONTENT..................................................................

CHAPTER 1 PLANNING AND PREPARATION

A. Reason To Publish............................................................
B. Read And Analyze Paper For Literature Review........
C. How To Highligh The Keyfinding ................................

CHAPTER 2 THE RULES OF WRITING..................................

A. Brevity................................................................................
B. Logic and ClarityClean Typing......................................

CHAPTER 3 SET READER’S EXPECTATION........................

A. Punctuation.......................................................................
B. Word Order.......................................................................
C. Grammar............................................................................

CHAPTER 4 SECTIONS OF PAPER.........................................

A. Introduction......................................................................
B. Literature Review............................................................
C. Methods............................................................................
D. Results...............................................................................
E. Discussion.........................................................................
F. Conclusion........................................................................

CHAPTER 5 FINISHING.............................................................

A. Title.....................................................................................
B. Abstract..............................................................................
C. References And Citation..................................................

REFERENCES.................................................................................

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 CHAPTER 1. PLANNING AND
PREPARATION

A. Reason to Publish
When you want to write a scientific paper, you
have to know the reason why you want to have
your research published. It can be motivated you
in writing it concisely. Generally, someone publish
a journal to make a contribution to a gap in the
current knowledge base of particular fields. But,
there are specific benefits gotten when publishing
a journal. Here are some usual reasons in writing
scientific paper:

1. Career Development

When publishing a journal, it open better

opportunities in education and work life. As a
college student, it gives chance to get scholarship,
undertaken internship, and even obtain
employment at academic and industrial
institution. Besides that, students who publish in
journals will often be invited to forums to present
research results. It can also improve public
speaking skills.

2. Recognition

To publish a journal, the researcher exactly did

some revision until it is worthy and fulfil criteria in
publishing. After publishing, the researcher will
give a recognition of the journal. Everyone can use
the theory but have to cited and drop it in
reference.

3. Collaboration

Journal publications provide an opportunity to

establish relationships with other researchers who
are interested in the same or related topics or even
involve other fields from different scientific

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 disciplines. it can make a greater contribution to
the field of science.

B. Read and Analyze Paper for Literature Review

Before starting to write a scientific paper, of
course, you must know the gaps that have
occurred in previous research so that you develop
solutions to these gaps. It is at this stage that you
find out more information about the research that
you will discuss in your paper. To get clear results
and research paths, it is very important to read and
analyze various sources of journals, books, articles
and other sources to expand your knowledge in
describing research.

It is important for writers to choose the most

frequently used journals or books to quote from
previous research that is most relevant to the
issues you raise. In reading for the literature
review, the author must also underline the
important points that are the subject of the
research. Some things that need to be considered in
reading various sources for literature review are:

- What is the problem discussed in the study?

- Why was the research conducted?

- What did the author do after knowing the

problem in his research (results)?

- What is the relationship between the theory,

methods, research steps used with the problem
raised?

- Strengths and weaknesses in the research

- Implications for future research

Authors can also add other things they want to

include before analyzing various journal articles.

After determining the important points to look

for, the writer will underline the answers that
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 support and are relevant to the topic (Brief notes).
By analyzing the readings in previous studies, it
will make it easier for the writer to put his
thoughts into writing. By doing this analysis, the
writer will be greatly helped to:

1. write your own literature review, because after

this analysis you will become very familiar with
the literature and various theories

2. identify differences in other researchers' research

approaches and results compared to your research

3. note strengths and weaknesses (including

possible biases) in the results of other people's
research.

These three things will help you to understand

in what ways your research is unique, innovative,
interesting and useful, and how your research
extends what already exists in the literature. Your
goal is to find knowledge gaps to fill.

C. How to Highlight the Key Finding

Highlighting key findings in the planning and
preparation of a scientific paper is important
because it helps you clearly focus on the most
significant aspects of your research. Highlighting
key findings enhances the communication of your
research's value and ensures that your work stands
out in the scientific community. By emphasizing
the key points, you make your paper more
impactful, easier to understand for readers, and
better evaluated by reviewers.

To highlight your key findings in planning and

preparing a scientific paper, you can follow these
simple tips and tricks:

1. Understanding the Significance of Key Findings

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Understanding the Significance of Key Findings is
a very important section. This is the place where
you can demonstrate the value and influence of
your work, drawing attention to the unique
contribution your study makes to the field. By
emphasizing your research results, you tell the
world and the scientific community why your
research is important, what you already know, and
how your research adds to knowledge. In this
section you convey the core of your efforts.

2. Crafting Highlights for Discoverability

In this section, you will learn how to summarize

your research into three to five main points that
represent the most interesting parts of your
research. This concise format not only helps you
summarize your research findings effectively, it
also makes it easier to search on the Internet. By
using the right keywords and simple language,
these highlights will make your work easier to find
and understand for many people, including
colleagues and experts looking for information in
online databases and search engines.

3. Structuring the Highlights

Start with the most important or salient results of

your research. This is the part that will grab the
reader's attention first, Then, explain the methods
used in the research, Finally, explain the
implications of the research results. This will
provide context for why your research is important
and how it contributes to the field.

4. Author’s Contribution

Explain the importance of an author’s contribution

statement, which clarifies each author’s role in the
research and offer guidance on writing a clear and
concise statement that reflects the individual
contributions of the authors. Throughout your

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paper, think about how you can emphasize your
contributions to the field. Address questions like
what problem you are solving, how your approach
is different from previous ones, and what your
findings mean in the context of existing literature.

5. Consider Reader Perspective

Imagine what questions a reader might have about

your research and ensure that these questions are
addressed in your paper. This will help readers
understand the significance of your work from
various entry points.

6. Examples and Best Practices

This section, entitled "Examples and Best

Practices," provides real-life examples of well-
written research highlights and author
contribution statements. You will also learn about
best practices in writing, such as the importance of
avoiding difficult technical terms and focusing on
what is new in your research.

By following these steps will help you

communicate your key findings in a clear and
impactful way in your scientific paper.

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CHAPTER 2. THE RULES OF WRITING

A. Brevity
It is important for the writer to keep the points
of the problem raised in the research so that your
writing stays within the confines of the problem.
You must keep the reader's interest throughout
your writing. This means that your writing should
be to the point and avoid a long-winded
introduction of the problem. Brevity in writing
involves pruning redundant words or overstated
ideas and directly presenting the message thus
maintaining reader interest.

Example:

“Based on the results of research conducted by

previous researchers in this field, it can be
concluded that there is a significantly close
relationship between factor X and factor Y, which
indicates a strong influence of factor X on factor Y
under the specific conditions studied by previous
researchers.”

A simple sentence: “Previous research has shown a

significant correlation between factor X and factor
Y.”

Clear, concise and precise writing is a basic

rule in a paper, not only because it saves valuable
publication space, but also because long and
rambling writing will make it difficult to
understand and waste the reader's time. Therefore,
it is very important for the writer to maintain the
reader's expectations of his/her writing and not
make the reader not continue reading until the
end. Of course, this will disappoint the writer.

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 B. Logic and Clarity

1. Logical Flow

When we read or write a fairy tale, we must

understand the plot and see what the ending is
like. Likewise, in writing scientific articles, the plot
is also very important. Not just writing data and
facts but how we maintain the flow of the research
from introduction, methods, results to the final
conclusion. All of them must use a logical flow that
is made using precise and concise words, building
effective sentences, and connecting well-structured
paragraphs.

The various arguments you want to present

should be organized in such a way that the reader
enjoys the flow you bring step by step. This means
that your writing should be organized, as
disorganized writing will distract the reader from
the purpose and focus of the research. Therefore,
logical and clear writing will allow the reader to
understand the ideas and quality arguments
without any ambiguity.

2. Clarity

The clarity of a sentence determines the

reader's understanding of the article. To get
effective and clear sentences, try to stick to one
topic.

1. Try not to use sentence redundancy but not to the

point of losing meaning and reduce mid-sentence
fragments (e.g. when, where, which, although).

Example:

A Social support has been specifically described as

having the very function of buffering life when

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 there are stressful life events and is related to
promoting our very well-being.

Clearer sentence: Social support has a buffering

function against stressful life events and promotes
our well-being.

2. Minimize the use of modifiers (e.g. generally,

specifically, very, basically)

Example:

The coronary spasm is specifically an important

differential diagnosis of the causes of the chest
pain in patients.

Clearer sentence: Coronary spasm is an important

differential diagnosis of chest pain.

3. Then avoid unnecessary clauses starting with that,

which and who.

Example:

"The book, which is sitting on the table, belongs to

Sarah, who lent it to me yesterday."

Clearer sentence: "Sarah lent me the book

yesterday. It's sitting on the table."

P S W
h h rit
r or in
te g
a
n E
s e xa
e d m
fo pl
r e

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 m

H C C
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I S T
n o hi
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t n di
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so

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 o
n.

T M M
h os os
e t t
of
m th
a e
j a
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r pl
i ic
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te
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a
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16
-
20
ye
ar
s
ol
d.

4. Make sure to use concise words

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 Example:

5. Linking between paragraphs in a structured way

Connecting well-structured paragraphs

requires focusing on the main idea of each
paragraph. The topic sentence is the opening
sentence in a piece of writing. It serves to tell the
reader what the paragraph as a whole will cover.
The topic sentence also provides a framework of
ideas that will be carried out throughout the
paragraph.

The sentences in the middle serve as arguments

that strengthen the topic sentence towards a more
detailed explanation accompanied by facts, data
and examples.

The last sentence, the conclusion sentence, is

useful for summarizing and reaffirming the
previous two paragraphs. This is where a
transition sentence is needed to the next
paragraph.

When writing ideas in paragraphs, it is

important to write down facts and not use long
generalizations. Keep each word and sentence
organized and maintain the main idea. Don't get so
wordy that it deviates from the main topic.

3) Transitions

Transitions is a word, phrase or sentence that

helps bridge the gap between two paragraphs or
sections in a piece of writing. These sentences
serve as connectors, providing a smooth transition
from one idea to another. Transitional sentences
often summarize the previous paragraph or
introduce the next, helping readers navigate the
text and understand the logical flow of ideas.

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 Transitional sentences can signal shifts in time,
location, perspective, or argument, providing
cohesion and coherence to the overall structure of
the writing. Transition words show the
relationship between each idea (e.g., in addition, as
well as, in contrast, otherwise).

Example:

However, in some cases, the students depend too

much on the dictionary. In addition, 4 English
skills: listening, speaking, reading, and writing are
also mentioned. As can be seen, students are also
increasingly focusing on all skills rather than just
focusing on listening or speaking.

C. Clean Typing

1. Proofreading

It is a process of re-examining the writing

by paying attention to all aspects of it. Make sure
to re-read the article you wrote. Starting from the
writing elements, the writer must ensure that the
writing consists of an abstract, introduction,
method, results, discussion, and conclusion. Pay
attention to the linguistic elements in your writing,
starting from the use of words, sentence structure,
and cohesion between paragraphs. Punctuation is
no less important in writing scientific articles,
erroneous punctuation can cause confusion for
readers. The goal is to ensure that the writing we
compile is worth reading and is useful for the
development of knowledge. Therefore, make sure
that the writing you design is appropriate and has
the quality to be published.

2. Formatting

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 When writing a journal article, it is important
to pay attention to the format and writing
conditions. The mandatory format for preparing a
journal article is title, abstract, introduction,
method, results and discussion, conclusion. The
writing format is also important for the writer to
pay attention to, therefore this should not be
underestimated by the writer.

Make sure that the journal article you

write meets the format requirements set by the
journal you are writing to, starting from font,
paper size, margins, spacing, font size, writing
style (APA, MLA, IEE, etc.) as well as writing
language and so on . Because the writing format
for each journal may vary depending on the
provisions and policies of each journal. Therefore,
keep your writing consistent throughout your
writing.

CHAPTER 3. SET READER’S

EXPECTATION

In scientific writing, it's important to

manage what the reader expects in order to make
your paper successful. Authors need to pay
attention to how they organize their sentences, use
grammar, punctuation, and word order. These

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 elements help shape how the reader understands
and perceives the information.

By carefully guiding these expectations,

authors can make sure that readers stay interested,
follow the main information or argument, and
understand the important points and meaning of
the work. Paying attention to the details of
language and structure is not optional, but it's a
crucial part of communicating scientific ideas
effectively.

A. Punctuation
Punctuation is essential in scientific writing
for ensuring clarity, coherence, emphasis,
professionalism, and adherence to academic
standards. Punctuation is very important in
scientific writing. It makes sentences clear and easy
to understand. Punctuation also helps connect
ideas so the writing flows better. Using
punctuation correctly can emphasize important
points and show professionalism. It also ensures
the writing meets academic standards. So, good
punctuation makes scientific writing clearer and
more effective.

1) Full Stops

The role of full stops or periods in writing

scientific paper are marking the end of a complete
thought, thereby enhancing clarity and readability.
In a scientific paper, full stops or periods are
crucial because they mark the end of a complete
thought. This helps make the writing clear and
easy to read. By showing where one idea ends and
another begins, periods enhance the overall
readability and help readers understand the
content better.

To use full stops effectively, ensure each

sentence expresses a single, clear idea. Avoid
overly long sentences; if a sentence contains

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multiple ideas, consider breaking it into shorter
sentences. For instance, instead of writing "The
experiment was conducted over a period of three
months and the data collected was analyzed using
statistical software," you could write, "The
experiment was conducted over three months. The
collected data was analyzed using statistical
software."

Avoid using full stops in abbreviations

within the text without proper context. Using
periods in abbreviations without proper context
can confuse readers and disrupt the flow of the
writing. Keeping abbreviations clear and simple
helps maintain the readability and professionalism
of the scientific paper. For example, "The
experiment was conducted in the U.S.A.. The
results were analyzed using S.P.S.S. software." is
correct, whereas "The experiment was conducted
in the USA. The results were analyzed using SPSS
software." is incorrect. In this example, the
abbreviations "U.S.A." and "S.P.S.S." are incorrectly
punctuated with full stops. Removing the full
stops from these abbreviations ("USA" and "SPSS")
follows standard scientific writing conventions
and improves readability.

Do not place a full stop after headings or

subheadings. Ensure each sentence logically
follows the previous one to maintain the flow of
the argument. Incorrect usage, such as placing full
stops in the middle of a sentence without
completing the thought, can confuse readers.
Proper usage of full stops helps in presenting a
well-structured and coherent scientific paper.

2) Commas

Commas are essential in scientific writing for

separating elements in a sentence, enhancing
clarity, and preventing misreading. When using
commas, ensure they should be placed correctly to
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separate clauses, list items, and introduce quotes,
ensuring that the sentence structure is clear and
logical.

For instance, use commas to separate items

in a series: "The samples were collected, labeled, and
stored." Place a comma after introductory phrases,
such as "To determine the effect, we analyzed the data."
Use commas to set off non-essential information:
"The enzyme, which was isolated from bacteria, showed
high activity." Avoid comma splices, which happen
when two independent sentences are joined by
only a comma. Instead, use a conjunction like
"and" or "but," or a semicolon to connect the
sentences properly. This helps keep your writing
clear and grammatically correct. Example: "The
results were significant and further studies are needed."

Do not overuse commas, as this can clutter

your writing and confuse the reader. Too many
commas can disrupt the flow of the text and make
it harder to follow your ideas. Use commas
sparingly and only when necessary to maintain
clarity and readability. For example, "The data,
which were inconclusive, indicated a need for
further research." is correct, whereas "The data,
which were, inconclusive, indicated, a need, for
further, research." is incorrect. Proper use of
commas ensures your scientific paper is precise,
clear, and professional.

3) Semicolons

The use of semicolons in scientific writing are

for linking closely related independent clauses and
separating items in complex lists. Use semicolons
to connect independent clauses that are
thematically linked but could stand alone as
sentences: "The experiment was a success; the
results were conclusive." This indicates a closer
relationship between the clauses than a period
would.
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 Semicolons can clarify lists where items contain
internal commas: "The samples were collected
from Springfield, Illinois; Dayton, Ohio; and
Madison, Wisconsin." Avoid overusing
semicolons, as they can disrupt the flow of your
writing.

Do not use semicolons to link dependent

clauses or fragments; for example, "Although the
experiment was successful; the results were not
conclusive" is incorrect. Instead, "Although the
experiment was successful, the results were not
conclusive" is correct. Proper use of semicolons
enhances the readability and coherence of your
scientific paper by clearly delineating complex
ideas and lists.

4) Colons

Colons are useful in scientific writing for

introducing lists, explanations, definitions, or
elaborations, enhancing the clarity and precision of
your text. Use a colon after a complete
independent clause to introduce related
information.

For instance, "The study focused on three main

variables: temperature, pressure, and humidity."
Colons are also effective before elaborating or
providing further details: "The results were
unexpected: the control group outperformed the
experimental group." Avoid using colons after
incomplete sentences or phrases that cannot stand
alone; for example, "The study focused on:
temperature, pressure, and humidity" is incorrect.

Do not use a colon immediately after a verb or

preposition; instead, rephrase the sentence to
ensure proper colon usage. For example, "The
factors are: temperature, pressure, and humidity"
should be "The factors are temperature, pressure,
and humidity." Proper use of colons helps

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structure your scientific paper by clearly
introducing supplementary information and
maintaining a logical flow.

5) Apostrophes

Apostrophes in scientific writing primarily

indicate possession or form contractions, though
contractions are typically avoided in formal
writing. Use apostrophes to show possession, such
as "the study's findings" or "the researcher’s
hypothesis." For plural nouns ending in "s," place
the apostrophe after the "s": "the results’
implications" or "the cells’ structure." Avoid using
apostrophes for possessive pronouns like "its,"
"yours," and "theirs," as they do not require them.

Do not use apostrophes to form plurals of

acronyms or dates; write "PhDs" not "PhD’s" and
"1990s" not "1990’s." Incorrect apostrophe usage
can lead to confusion and diminish the
professionalism of your writing. For example, "its"
(possessive form) should not be confused with
"it’s" (contraction of "it is" or "it has"). In scientific
papers, maintain precision and clarity by using
apostrophes correctly to denote possession and
avoiding contractions for a formal tone.

6) Hyphens

In scientific writing, the use of hyphens are for

connecting words and forming compound terms,
enhancing clarity and precision. Use hyphens to
link compound adjectives that precede a noun,
such as "high-resolution images" or "well-
established methods." Hyphens are also used to
avoid ambiguity, as in "re-sequence" versus
"resequencing."

Do not use hyphens with adverbs ending in "-

ly" followed by an adjective, like "highly sensitive
equipment," where the hyphen is unnecessary.

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 Avoid using hyphens to connect words that are
generally accepted as single words, such as
"coordinate" instead of "co-ordinate." Remember to
use hyphens in prefixes like "anti-inflammatory"
but not in "antibiotic."

Incorrect hyphen usage can obscure meaning

and reduce the readability of your paper. For
example, "small-scale experiment" is clearer than
"small scale experiment," where the latter could
imply a small experiment related to scales. Proper
use of hyphens ensures the precision and clarity of
compound terms in your scientific writing.

B. Word order
Word order refers to how words are arranged
in a sentence to convey meaning clearly and
accurately. In English, the standard word order is
Subject-Verb-Object, as in the sentence "The
researcher conducted the experiment." The correct
order helps ensure that the reader understands
who is doing what, when, and how. Word order is
especially important in scientific writing, where
clarity and precision are crucial for effectively
communicating research findings and arguments.
The importance of word order in scientific
writing cannot be overstated. A clear and logical
word order ensures that the intended message is
easily understood by the reader, reducing the risk
of misinterpretation. Proper word order also helps
to maintain the flow of information, making
complex ideas more accessible. For example, "The
enzyme activity increased significantly" is clear
and direct, whereas "Increased significantly the
enzyme activity" is confusing and awkward.
In writing scientific papers, proper word
order helps present information in a logical
sequence, making the paper easier to follow. A
well-structured sentence order guides the reader

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 through the argument or data presentation
smoothly. For example, start with the known
information before introducing new or complex
ideas: "Previous studies have shown X. In this
study, we investigate Y." This approach helps
build on the reader's existing knowledge.

To create good word order in scientific writing,

you can follow the following guide:
 Use the standard subject-verb-object order to keep
sentences clear.
For example, "The study examined the effects of
light on plant growth" is straightforward and easy
to understand.
 Whenever possible, use active voice rather than
passive voice.
Active voice is more direct and vigorous. For
example, "We conducted the experiment" is
preferable to "The experiment was conducted by
us."
 Ensure modifiers are placed next to the words they
are modifying to avoid ambiguity.
For example, "The researchers carefully analyzed
the data" is clearer than "The researchers analyzed
the data carefully."
 Maintain a consistent tense to avoid confusion.
Generally, past tense is used for methods and
results, while present tense is used for discussing
established facts and conclusions.
 Arrange information in a logical order, typically
from general to specific. Introduce the broader
context before detailing specific experiments or
findings.

What to Do and What Not to Do?

Do’s:
 Use concise sentences that convey information
effectively.

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 Example: "The data support the hypothesis" is
better than "The data seem to support the
hypothesis."
 Use transition words to connect ideas and
maintain the flow of the text.
Example: "Furthermore, the results indicate..."
helps to seamlessly add new information.
 Use precise language to convey specific meanings.
Example: "The temperature was maintained at
37°C" is more precise than "The temperature was
kept constant."

Don’ts:
 Avoid Overly Complex Sentences
Don't add too much information into one sentence,
as it can overwhelm the reader.
Example: "The enzyme activity increased
significantly, indicating that the temperature had
an effect, which was observed during the first
phase of the experiment, and this suggests a
potential new pathway." This sentence is too
complex.
 Avoid Ambiguity
Ensure that the meaning of your sentences is clear
and unambiguous. Example: "She observed the
cells with the microscope" is clearer than "She
observed the cells with a high magnification."
 Don’t Overuse Passive Voice
While sometimes necessary, overusing passive
voice can make your writing less direct. Example:
"The experiment was conducted by the team" can
be made more direct by writing "The team
conducted the experiment."

C. Grammar
Grammar in scientific writing is significant for
ensuring clarity, precision, and professionalism.
Proper grammar helps communicate complex
ideas effectively, making it easier for readers to
understand the research and its implications.
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 Inaccurate grammar can lead to
misunderstandings, misinterpretations, and a loss
of credibility. Grammatically correct papers reflect
the author's attention to detail and accuracy in
research.

Steps for Making Grammatically Correct

Sentences
1. Identify the Main Clause
A main clause is a group of words that contains a
subject and a verb and can stand alone as a
complete sentence. For example, "The researcher
conducted the experiment."
2. Add Subordinate Clauses
A subordinate clause provides additional
information but cannot stand alone as a complete
sentence. It is introduced by subordinating
conjunctions like "because," "although," "if,"
"when," etc. For example, "because the conditions
were optimal."
3. Combine Clauses Correctly
Ensure that the subordinate clause is correctly
placed relative to the main clause. For example,
"The researcher conducted the experiment because
the conditions were optimal."

Example Sentence
 Main Clause: "The experiment was successful."
 Subordinate Clause: "because all variables were
controlled."
 Combined Sentence: "The experiment was
successful because all variables were controlled."

Good grammar in scientific writing involves

using clear and concise sentences that effectively
communicate your research findings. Start with a
strong main clause, add relevant subordinate
clauses for additional information, and ensure each
sentence is grammatically correct. For example,
"The results were conclusive" (main clause) can be
expanded with a subordinate clause: "because the
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 data was thoroughly analyzed," resulting in "The
results were conclusive because the data was
thoroughly analyzed."

Do’s:
 Do Use Clear and Direct Language: Ensure your
sentences are straightforward. For example, "The
data showed a significant increase in enzyme
activity."
 Do Place Subordinate Clauses Appropriately:
Ensure subordinate clauses add relevant
information without confusing the main point. For
example, "Although the sample size was small, the
results were significant."
 Do Maintain Consistency in Tense and Voice: Use
the same tense and voice throughout your paper
for consistency. For example, "The experiment was
conducted, and the results were analyzed."

Don’ts:
 Don't Use Run-on Sentences: Avoid combining too
many ideas in one sentence. For example, "The
study was long, and the data was complex, and the
results were inconclusive, which made the analysis
difficult" can be broken down for clarity.
 Don't Use Jargon Unnecessarily: Avoid using
complex terminology where simpler words will
suffice, as it can alienate readers not familiar with
the terminology.

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 CHAPTER 4. SECTIONS OF PAPER
A. Introduction
1. How to begin writing an introduction

In introduction, it shows the background

information. The background information consists
of the topic about, the research’s objective(s), the
gap between the previous study and the reality,
the supported literatures. You could begin with
one or more listed below:

a. Definition of the topic

Providing definition in the first sentence can make

the readers understand what the paper talks about.
But sometimes in first sentence the topic discussed
is still general. For example: “Language skills are a
wide range of abilities related to language”. From
this sentence, the readers will know that the
paper’s discipline is about language. It can be more
specific in the next sentences/paragraphs. At least,
the readers will know the discipline’s topic of the
paper.

b. Research gap and problem to be resolved

Research gap is the gap or the difference(s) found

in reality, but it is not suitable with the theory or
previous study conducted. Research gap is crucial
to be known, because it is the reason why the
research conducted. So, it can be started by telling
the problem(s) in reality. Then give some theories
related to the topic. The next is the reason why
you choose the problem. The last is your reason of
conducting this research. It means, why you claim
this research is important to be conduct. You have

27
 to make sure to add theory/theories also, so that
the research is in a clear justification.

c. Introduction to the literature

It provides the background literature in order to

support this research. When writing scientific
paper, we may not to claim that something is
“interesting or recommended” without showing a
clear justifications. So, the research has to support
her paper with some literatures so that it can be
accepted thing. In some journals, in introducing to
the literature, the author divided into some
subtopic. For example:

The title of journal: Correlating Translation

Product and Translation Process Data of
Professional and Student Translators

The Literature Review will discuss about (a).

Translation Phases, (b). Skimming, Drafting and
Post-editing, (c). BLEU Evaluation of Human
Translations.

2. The differences between abstract and introduction

An abstract in scientific paper gives an overview

about the study, such as the topic, the reason this
research conducted, its aim(s), method used, result
used. But, it has to be concise. The readers will find
all of the elements in the paper in its abstract.
Meanwhile, introduction gives more detail
information on the background of information in
the study. It is followed by previous study to
shows the gap of the study and state that this
study needs to be conducted.

Here are the differences between abstract and

introduction:

N A Intr
o bs odu
tra ctio

28
 ct n
1 It It
sh sets
o the
ws cont
th ext
e in
sp very
eci gene
fic ral
to term
pi s
c
of
th
e
pa
pe
r
an
d
hi
gh
lig
ht
s
th
e
re
se
ar
ch
fin
di
ng
2 It It
co expa
nt nds
ai the
ns elem

29
 co ents
nt fro
ex m
t, abst
go ract
als
,
m
et
ho
d,
fin
di
ng
,
sig
nif
ica
nt
3 Th It
er has
e to
is have
no refer
ref ence
er (s)
en as a
ce tool
to disc
lit uss
er
at
ur
e

B. Literature review
Literature review is the previous study that must
be relevant with the research. It can be one or more
literatures so that the gap is more clear. In writing

30
 literature review, you will follow these steps to
introduce the literature:

 Introducing the main topic (Using Present perfect

tense)
 Showing theory/theories to support the literature
(Using past tense)
 Summarizing recent findings
 Introducing the next topic, and (repeat the steps)

1. How to talk about the limitation of previous study

In some cases, readers want to know the strong

features of the paper and the limitation of the
previous study. These sentences can be written in
italics to indicate the limitation. They are:

1. As far as we know, there are no studies on ...

2. To [the best of] our knowledge, the literature has not
discussed ...
3. We believe that this is the first time that principal agent
theory has been applied to ...

C. Methods
1. Structuring a Method

In method, the readers will know about

the method to collect data used while researching,
the involved participants, its instrument, data and
souse data, what theory to measure in analysing
data.

These following statements can guide to structure

a method:

1. What the study talking about

2. Where the study was carried out
3. How to design experiment / sampling and the
author’s assumption (depends on the type of
paper)

31
4. What variable to measure it (depends on the type
of paper)
5. What equipment used
6. What protocol used for collecting data
7. How to analyse the data

2. Write numbers as digits (e.g. 5, 7) or as words (e.g.

five, seven)

There are many various of writing number. Some

journals use digits number, but some other
journals also recommend using numbers as a word
(one to ten).

Generally, the rules of writing in not be applied in

abbreviation for a measurement. For the
abbreviation for a measurement is not added ‘s’ (It
should be 9 mm, not 9 mms).

Correct Incorrect
9 milimeter nine
millimeters
Nine mm 9 mms

The second rule is forbidden to begin a sentence

with a digital.

Correct Incorrect
The 150 students
population is are the
150 students, population.
and 90 90 students
students are are taken
taken clusterly as
clusterly as samples.
samples.
One
hundred
fifty students

32
 are the
population.

D. Results
1. How to begin writing the result

There are 2 ways to begin a result, The first is to

give a general panorama of your surveys,
experiments, etc. It does not contain repetition in
method section.

The second type and the most common is to go

directly to the result. It often provides figures or
tables, either in the first sentence or very shortly.
For example:

“Although the present study examined the

implementation procedures of expert EFL
instructors in the DA process regarding reading
skills, there emerged some insightful findings of
teachers' practices. First, the preliminary
interpretation of these observations indicated that
almost all participants consistently applied the five
principles of DA identified by Alderson et al.,
(2014).”

E. Discussion
1. How to write discussion

Discussion is the most difficult part in writing

scientific paper, because it has to make sense with
its finding, state the strengths and limitation of its
methodology, and discuss about the objectives
deeply. You can start your discussion by following
these steps:

a. State your research’s objective(s). It can be one

paragraph, so have to make sure that the objectives

33
 are same when you write in the introduction
section.
b. State the limitation and strengths of methodology
you used. It is caused that readers can get them.
For example: you state that your research just
involves 10 participants as your data source.
Meanwhile the reader read other journal in a same
topic discussion and they found that that journal
involves 100 participants as its data source. That’s
the limitation of your research and the readers can
determine what articles they more believe.
c. State and discuss deeply about the finding based
on the objectives. You can make the paragraph
based on how many objectives the article has. If it
is one objective, you make it in one paragraph. You
have to make sure that it has answered the
objective.
d. State the implication and little bit suggestion for
readers, future researchers, and public of the
journal. What the beneficial for everyone especially
in its field or discipline.

2. How to end the discussion that has a conclusion

Conclusion is optional in scientific paper. So,

sometimes there is no conclusion in the paper.

In providing conclusion, the discussion can be

ended with the following steps:

1. Showing how the findings could be extended to

other areas, it requires evidence(s)
This sentence can be used; Although this is a small
study, the results can be generalized to ...
2. Saying if and / or why you ignored some specific
areas
This sentence can be used; We did not pay much
attention to ... The reason for this was ...
3. Admit what have not been able to do and as a
consequence cannot provide conclusions on.

34
 This sentence can be used; Unfortunately, our
database cannot tell … Consequently, we cannot
conclude that ...
4. Reiterate your reasons for choosing your topic of
investigation in order to convince your readers of
the validity of what you have said in the
Discussion.

3. Writing style used Active or passive voice

In discussion section, it rather use active sentence

than passive voice, because in passive voice, it
does not reveal the authors action. It is better avoid
ambiguity.

A It  R
m w e
b a a
i s d
g s e
u u r
it g s
y g d
e o
s n
t ’t
e k
d n
t o
h w
a
t w
s h
o o
m m
e a
o d
n e
e t
b h
u e
35
 il s
d u
s g
h g
a e
b s
it ti
t o
o n
d
ri
n
k
t
e
a
i
n
e
v
e
r
y
m
o
r
n
i
n
g
.
C I  “
le n w
a 2 e
r 0 ”
1 i
0 n
, d
w i
e c

36
c a
o t
n e
fi s
r t
m h
e a
d t
t y
h o
a u
t a
c r
o e
m r
p e
l f
e e
x r
s ri
e n
n g
t t
e o
n y
c o
e u
s r
r o
e w
d n
u w
c o
e r
r k
e .
a
d
a
b

37
 il
it
y

F. Conclusion
1. How to Differentiate Conclusion and Abstract

N Co Abs
o ncl tract
usi
on
1 the ther
re e is
is bac
no kgr
bac oun
kgr d
oun info
d rma
info tion.
rm Abs
atio tract
n. is
Co like
ncl adv
usi ertis
on eme
is nt
rete that
llin attr
g acts
and the
rem read
ind er’s
ing atte
rea ntio
der n.
s of

38
 the
mo
st
sali
ent
poi
nts
of
the
pap
er.
2 Su  Givi
mm ng
ariz mor
ing e
thr deta
ee ils
poi abo
nts ut
in the
abs rese
trac arch
t in er
one did
sen duri
ten ng
ce rese
arch
.
 Justi
fyin
g
the
reas
on
of
the
rese
arch
.

39
  Indi
cati
ng
wha
t
mo
del
use
d to
carr
y
out
this
rese
arch
.

2. How to End Conclusion

Overall, in ending the conclusion, the researcher

has to summarize all of the section of paper. Here
are three ways to end the conclusion. It is optional
to use one or more ways. They are:

1. Showing the scope of the paper can be applied in

another area. For example: “These findings could
be exploited in any situation where predictions of
outcomes are needed.
Our results could be applied with caution to other
devices that ...”
2. Suggesting the future research. Usually it is used
“will” for next planned work and “should” for
future research and general community. For
example: “One area of future work will be to
represent the growth of…”.
3. Making a recommendation. The grammatical
construction used are:
The author suggest that ….. should ….
We Recommend …. that it should (be) …
For examples:

40
 “We suggest that curriculum development should
be carried out maturely and based on student
needs”.
“We recommend Problem Based-Learning Model
that it should be implemented in learning
process”.

CHAPTER 5. FINISHING

A. Title
Titles can attract readers. One of the main
functions of the title is to provide a brief
explanation of the content of your paper. In
addition, the title of the paper can be used as a key
tool to give your paper a distinct personality and
the keywords in the title will make your paper
easy to find in current database searches. A catchy

41
title is always concise and to the point. A short title
is the best choice, and some journals limit the
length. For this reason, your title should be
accurate, specific, concise, and informative; it
should not be boring or contain abbreviations.
Don't be afraid to try to engage the reader when
writing a title. Don't stop working until you find
clarity, brevity, and, most importantly, human
interest.
To come up with a short and catchy headline there
are a few simple tricks you can follow which are as
follows:
Remove the use of irrelevant words and focus on
key words that reflect the main topic of the
research.
Example: "Impact of Air Pollution on Respiratory
Health in Large Cities" can be shortened to "Air
Pollution and Respiratory Health."
Precision: Use precise and accurate wording to
avoid misunderstanding the scope or purpose of
the research.
Ideally, the title should be short but informative.
The recommended length of a title is between 10-
15 words.
Avoid Jargon and Abbreviations: Use language
that is clear and accessible to a wide readership,
not just specialists in your field.
Example: From "Correlation Between
Neurotrophic Biomarkers and Depression" to
"Relationship of Biomarkers with Depression."
Using Verbs: Verbs can add dynamics to the title
and provide a description of the research.
Avoiding Excessive Adjectives: Adjectives such as
'innovative' or 'novel' often do not provide
additional useful information.

With these points in mind, you will be able to

design an effective title that will entice readers to
explore your paper further. A good title acts as a
gateway that invites the reader into the world of
your research.
42
B. Abstract

1. The trick to write a structured abstract

A scientific paper that provides an overview of the

research to the examiners or readers is known as
an abstract. The abstract should be on the first
page after the cover; it usually consists of 250-400
words, but there is often a strict word limit. In the
abstract, the problem, objectives, methods, data,
and conclusions should be included in paragraphs.
and be aware that the abstract will contain
keywords. Keywords are terms that are frequently
used or representative in research. To write a
structured abstract, you need an organized and
easy-to-understand approach. In scientific articles,
especially in the medical and scientific fields,
structured abstracts are commonly used. The
article is divided into sections, each of which has a
specific subheading.

Before you start writing the paper itself, you can

write a rough draft of the abstract to help decide
what to include and how to structure it.
Experienced writers, however, always write the
Abstract and sometimes the Introduction last when
they have completed the other parts of their paper.
This shows the path of the research. Abstracts
usually contain answers to at least the first three
questions, which are usually organized in a
specific order, and tricks for writing structured
abstracts can use the answers to these questions to
structure your Abstract.

Why am I doing this project? Why am I writing

this paper?

What did I do and how?

What were my results? What is new compared to

previous research?

43
What are the implications of my findings? What
are my conclusions and/or recommendations?

So your structure is: aim, methodology (selection

process), results, conclusions and implications.

If you start your abstract with a commonly used

(by native and non-native English speakers alike)
phrase such as "This paper is concerned with... The
purpose of this paper This article explores... We
report". You don't differentiate yourself from
others. In fact, some journals advise against using
such expressions.

Below is an example of a structured abstract that

has important implications for non-native
researchers.

Background: The acceptance rate of non-mother

English tongue authors is generally a lot lower
than for native English tongue authors. Obviously
the scientific quality of an article is the principal
reason for publication. However, is editorial
rejection purely on scientific grounds? English
mother tongue writers publish more than non
mother-tongue writers—so are editors
discriminating linguistically? We therefore decided
to survey language errors in manuscripts
submitted for publication to Cardiovascular
Research (CVR). Method: We surveyed language
errors in 120 medical articles which had been
submitted for publication in 1999 and 2000. The
language ‘error’ categories were divided into three
principal groups: grammatical, structural and
lexical which were then further sub-divided into
key areas. The articles were corrected without any
knowledge of the author's nationality or the
corrections made by other language researchers.
After an initial correction, a sample of the papers
were cross-checked to verify reliability. Results:
The control groups of US and UK authors had an
almost identical acceptance rate and overall ‘error’
44
 rate indicating that the language categories were
objective categories also for the other nationalities.
Although there was not a direct relationship
between the acceptance rate and the amount of
language errors, there was a clear indication that
badly written articles correlated with a high
rejection rate. The US/UK acceptance rate of 30.4%
was higher than for all the other countries. The
lowest acceptance rate of 9% (Italian) also had the
highest error rate. Discussion: Many factors could
influence the rejection of an article. However, we
found clear indications that carelessly written
articles could often have either a direct or
subliminal influence on whether a paper was
accepted or rejected. On equal scientific merit, a
badly written article will have less chance of being
accepted. This is even if the editor involved in
rejecting a paper does not necessarily identify
language problems as a motive for rejection. A
more detailed look at the types and categories of
language errors is needed. Furthermore we
suggest the introduction of standardised
guidelines in scientific writing.

By following the tricks above, you can create a

structured abstract that is effective and
informative.

C. References and Citation

1.The ways to cite references

When writing scientific or non-scientific work, you

may have to add citations, so you should know
how to write citations correctly as mistakes in this
regard can lead to your writing being considered
plagiarism. If you paraphrase a perfect text, make
sure to give credit to the original author. You will
always paraphrase the source in the same way, but
you might use different types of citations in the
text depending on the citation style you follow.
45
here is how to cite references:

1. Parenthetical Citation Style (Author-Year):

• Include source identification details

parenthetically in the text-usually the author's last
name and date of publication, plus page numbers
if relevant.

2. Numerical Citation Style:

• Include the number in brackets or superscript,

which corresponds to the entry in your numbered
reference list.

3. Footnote Citation Style:

• Include complete citations in footnotes or

endnotes, indicated in the text by superscript
numbers or symbols.

• Example: Day, R. A. (1998). How to Write and

Publish Scientific Paper, 5th Edition. Oryx Press.

4. Reference List Format:

• Citation styles also differ in how you format the

reference list entry or bibliography itself (e.g.,
capitalization, order of information, use of
cursive).

5. Consultation with Publishers:

• Consult with your publisher to determine which

citation system you need to follow.

6. Using a Quote Generator:

• Use a citation generator as provided by Scribbr

to help format your citation correctly

7. Following the Style Guide:

46
• Follow an official style guide that provides in-
depth instructions and examples on how to cite
sources

8. Avoid Plagiarism:

• Always include citations when you quote,

paraphrase, or summarize sources to avoid
plagiarism.

9.Electronic References:

• For electronic sources, include the DOI or URL if

available.

10. Consistency:

• Make sure to be consistent in using the chosen

citation style throughout your writing.

47