RESEARCH METHOD

“Basic Skill of Writing a Scientific Report”

Group 1
GROUP 1
Zelia Vitalina P. Sarmento (1601542029)
Andi Yashinta (1601542032)
Gita Maharani (1601542036)
Juita Heretrenggi (1601542041)

ENGLISH DEPARTMENT
NON-REGULAR
FACULTY OF ARTS
UNIVERSITY OF UDAYANA
2018 – 2019
Technique of Writing a Scientific Report
 To help the writer in understanding how to write the scientific report, all scientific report
has standard form that they have to follow, as shown below:
a. White HVS A4(21,0 cm x 29,7 cm) or quarto paper (21,0 cm x 28,0)
b. For scientific report in form of article and research report, the minimum paper that can be used
is 60-gram paper.
c. Especial for undergraduate thesis, thesis, and dissertation, the minimum paper that can be used
is 70 grams.
d. Margin of the paper is 4 cm on top left and top right, and 3 cm on bottom left and right.
e. Paragraph using indentation, 7 nots from the left side.
f. It would be better, if every page only has 26 lines with two double spacing.
g. Font type that is used is Times New Roman size 12, and for special needs use Italics size 12.
h. When typing the script use two double spacing (exception is the abstract, graphic title, table
title, image title, which is more than one lines using one spacing.
i. Numbering is really important in scientific writing.
j. Space fulfillment in the paper have to be fulfill, which means that the space in the script page
have to be full starting from the margin on the top left until the bottom right and no space
wasted.

Format of The Scientific Report

1. TITLE OF THE STUDY
2. CHAPTER 1. INTRODUCTION
1.1 Background of the Study
Background contains a description of the research problem, as well as why the
problem is important and needs to be examined or researched.
1.2 Problems of The Study
A research problem is a statement about an area of concern, a condition to be
improved, a difficulty to be eliminated, or a troubling question that exists in
scholarly literature, in theory, or in practice that points to the need for meaningful
understanding and deliberate investigation.
1.3 Aims of The Study
This part states about the aims of the study through the research process.
1.4 Scope of Discussion
This part shows the boundaries of the field to be studied, refers to the problem, and
is written in the form of a question sentence.
1.5 Research Method
State about the method of research that the researcher has used, whether it’s
qualitative or quantitative.
1.5.1 Data Source.
This part states about the source of your data. It gives a complete
explanation about the data that’s used in the research process.
1.5.2 Method and Technique of Collecting Data
Data could be either qualitative or quantitative. The collection of
data should be able to really answer or solve the problems and the
aims of the research.
 1.5.3 Method and Technique of Analyzing Data
Data analysis aims to apply the theory that has been found to
systematically process and interpret the data. This part contains
methods and techniques in data analysis.
1.5.4 Method and Technique of Presenting the Analysis
This part describes the method used to present the results of the
analysis along with detailed steps on how the results of the analysis
are presented.

3. CHAPTER II. REVIEW OF LITERATURES, CONCEPTS, AND THEORETICAL

FRAMEWORK

A literature review surveys books, scholarly articles, and any other sources relevant to
a particular issue, area of research, or theory, and by so doing, provides a description,
summary, and critical evaluation of these works in relation to the research problem
being investigated.

4. CHAPTER III. ANALYSIS

1. Discussion of research results is adjusted to the theory and problems so that it can
answer the proposed problem.
2. The explanation of the analysis must be systematic, detailed and clear.

5. CHAPTER IV. CONCLUSIONS

Conclusions are the main points of the results of research that has been discussed
comprehensively which at least consists of answers to the problems of the research and
the aims of the study.

6. BIBLIOGRAPHY

Quotations
 In your academic writing, you have to support your points with concrete evidence taken
from a variety of valid sources, and name the author/source of your evidence in your
writing. Most UNE units use the APA author-date style that follows particular rules for
quoting information from authors in your writing:

1. Direct quotations
2. Indirect quotations (paraphrases or summaries)
3. Quoting authors in action

1. Direct quotations

Occasionally, you may use direct quotes (the EXACT words of the author) as evidence in your
writing. It is useful sometimes to use the original words of the author when those exact words
carry special significance. You should NOT use too many direct quotes in your writing as they
are not highly valued. There are specific rules for using direct quotes in your writing:
● Rule 1: If the quote is a SHORT DIRECT QUOTE (less than 40 words), use double inverted
commas “quotation” and include the quote in the text.

Examples (short direct quote of 19 words)

Strong author example: James (2001) claims that there is a consumerist approach emerging in
higher education that is “a direct result of the expectation that students contribute a greater a
proportion of the cost of their education” (p. 378).

No punctuation needed here to introduce this short quote as it merges with the rest of the sentence.

Weak author example: There are claims that there is a consumerist approach emerging in higher
education that is “a direct result of the expectation that students contribute a greater proportion of
the cost of their education” (James, 2001, p. 378).

At the end of a short quote, the full stop goes AFTER the weak author in-text reference.

 Rule 2: If the quote is a LONG DIRECT QUOTE or BLOCK QUOTE (more than 40 words),
do NOT use inverted commas.

Examples (long direct quote of 57 words)

Strong author example

In recent times, academic staff members have been reporting changes in university clientele and
their attitude to the university learning experience. James (2001) reports that:
Further evidence of changing student expectations is showing up in the consumer orientation of
many students. . .. Many believe a consumerist pattern of thinking among students, which they
believe is a direct result of the expectation that students contribute a greater proportion of the cost
of their education, is now emerging during their day-to-day interaction with students. (p. 378)

Weak author example

In recent times, academic staff members have been reporting changes in university clientele and
their attitude to the university learning experience:
Further evidence of changing student expectations is showing up in the consumer orientation
of many students. . .. Many believe a consumerist pattern of thinking among students, which
they believe is a direct result of the expectation that students contribute a greater proportion of
the cost of their education, is now emerging during their day-to-day interaction with students.
(James, 2001, p. 378)

At the end of a long quote, the full stop goes BEFORE the in-text reference.
 Rule 3: Direct quotations must be copied word for word from the source, but you can make
some modifications if you follow these rules:
Making a Change Correct Convention
Leaving out some words because you may not Use an ellipsis signal … (three full stops with
need all the words in the middle of the quote a space before, between, and after)
Changing the capitalization of a letter Use square brackets [] around the letter e.g. [J]
 Adding words to the quote (without changing Use square brackets [] around the added words
the meaning
Indicating an error in the quote (e.g. spelling) Insert [sic] in square brackets & italics after the
error

2. Indirect quotations (paraphrases and summaries)

If you use your own words to express the ideas or opinions of other writers (i.e. paraphrase or
summarize the work of another author), the result is an indirect quote which must also be
referenced. Indirect quotes are included in the text and quotation marks are NOT used.
3. Quoting authors in action
There is some debate about the desirable educational goals of higher education. Saul (1997)
asserts that the essential role of higher education is to teach critical thinking skills, and teaching
which focuses on mechanistic skills rather than independent thinking will not properly educate.
His claim supports the argument that if students have not been taught how to think they will find
it hard to be genuinely responsible citizens (p. 74). This is the major reason why the corporatist
model of the modern university (Karelsky et al., 1989) that values economic performance over
quality of mind may be regarded as deficient. Indeed, recent trends that favor vocational skilling
over the traditional teaching of thinking devalue the higher purposes of disciplined and reflective
thought. This is particularly so in current attitudes towards communication skills:
The modern school [including tertiary institutions] gives the impression that
communication skills are merely techniques whose mastery is important for scoring high on tests
and doing well on the job. But is there no transcendent value in learning how to speak and write
exactly? . . . Can there be true independence of thought without mastery of language? (Hicks, 1991,
p. 12)
Bloom’s higher-order thinking skills of analysis, synthesis and evaluation (as cited in
Harrison, 1999, p. 22) relate to the process of analysis, reflection and editing that accompanies
good quality writing. They also form the foundation of critical thinking. Too often, however, the
word ‘critical’ is associated with negative criticism rather than the ability to apply “skillful
judgement as to the truth or merit of a situation” (The Macquarie Dictionary, 2009). Ultimately,
independence of thought contributes to intercultural debate and to the growth of equity, justice,
solidarity and liberty which are part of the renewal proposed by the recent World Conference on
Education (UNESCO, 2001, para. 1). Responsible citizenship is arguably the most valuable
outcome of genuine education.
Bibliography, Reference, Citation
 Referencing is a way to demonstrate that you have extended your learning.
 Three reasons for referencing:
 To let the reader know whose ideas you are using
 To enable your reader to check your information
 To provide information for your reader.
 A citation is a reference to a document. It should include all the bibliographic details needed
to trace the document.
 Footnotes are listed at the bottom of the page on which a reference or citation occurs in the
text. A number is placed in the text to indicate the cited work and again at the bottom of
the page in front of the footnote. Footnotes are used when only a small number of
references need to be made.
 A reference list is the list of citations (material cited) in a written work. It shows the
authority on which you base statements in the text, shows how well acquainted (how widely
read) you are with the subject, and is a starting point for anyone else wanting to find out
about the subject.
 A bibliography is a list of documents (books, articles, papers) read for a specific essay or
assignment. All these references are not necessarily included in the list of references.
 For undergraduate thesis the bibliography style that is used is Harvard style
 How to write bibliography using Harvard style”
o Books with an editor:
 Editor’s surname, initials. (full stop)
 Year. (in brackets) (full stop)
 Title of book. (underlined OR italics) (full stop)
 Publisher, (comma)
 Place of publication. (full stop)
 Example: Mawson, S. (ed) (2001). Easy assignment writing. Doubleday
Books, Sydney.
o Chapter in an edited book
 Chapter author’s surname, initials. (full stop)
 Year. (brackets) (full stop)
 Title of chapter. (full stop)
 Followed by In: (underlined) (colon)
 Editor’s surname, initials. (full stop)
 (ed) (in brackets)
 Title of book. (underlined OR italics) (full stop)
 Publisher, (comma)
 Place of publication. (full stop)
 Example: Woods, K. (2002). Dog grooming for beginners: In: Jolley, R
(ed.) Pets are people. Harper Collins, Melbourne.
o CD-ROMS
 Author’s surname, initials. (full stop)
 Year. (in brackets) (full stop)
 Title. (underlined OR italics) (full stop)
 CD ROM [in square brackets] (full stop)
 Publisher, (comma)
 Place of publication (full stop)
 Example: Hawking, S. W. (1994). A brief history of time an interactive
adventure. [CD-ROM]. Harper Collins, Melbourne.
o Email
 Sender’s surname, initials. (full stop)
 (senders email address), (brackets) (comma)
 Day, (comma) month, (comma) year. (full stop)
 Subject of message. (underlined OR italics) (full stop)
  Email to (recipient’s email address). (brackets) (full stop)
 Example: Jones, D. (davidjones@hotmail.com), 2 September 2004. The
Olympic games. (petesmith@hotmail.com).
o Interviews
 Name of interviewee, first initial (full stop) Surname (full stop)
 Kind of interview (personal or telephone) (full stop)
 Date of interview (full stop)
 Example: D. Christian. Telephone interview. October 10, 2004.
o Journal Articles
 Author’s surname, initials (full stop)
 Year. (in brackets) (full stop)
 Title of the article. (full stop)
 Tittle of the journal. (underlined OR italics) (full stop)
 Volume, number, month/season, (comma)
 Page numbers of article. (full stop)
 Example: Byrne, P. (1992). All about Friends. The Journal of Relationships.
No.12, December, pp1-13.
o Newspaper Articles
 Author’s surname, initials. (full stop)
 Year (in brackets) (full stop)
 Title of the article. (full stop)
 Title of the newspaper. (underlined OR italics) (full stop)
 Date of publications, (comma)
 Page numbers of article. (full stop)
 Example: Barry, B. (2004). Irrigated pastures. The age. 28 February, p9.
o Videos & DVDS
 Series title. (full stop)
 Series number. (full stop)
 Title. (underlined OR italics) (full stop)
 Year (in brackets) (full stop)
 Publisher, (comma)
 Place of publication. (full stop)
 Date of transmission, (comma)
 Medium: Format [in square bracket] (full stop)
 Example: Fragile Earth. 5. South American Wetland. (1982). BBC, London.
17 October, [video VHS].
o Internet
 Author’s surname, initials (full stop)
 Year. (in brackets) (full stop)
 Title (underline OR italics)
 [internet]. [in square brackets] (full stop)
 Publisher, (comma)
 Place of publication. (full stop)
 Available from: <URL> [accessed date].
 Examples: Holland, M. (1996). Harvard System [internet]. Bournemouth
University, Poole. Available from:
 http://www.bournemouth.ac.uk.library/using/harvard_system.html
[accessed 1 November 2004].
 Notes: if there is no author start at step 3. If there is no date write n.d. (no
date) after the author’s name. if there is no publisher or place of publication
skips steps 5 & 6 and finish with step 7.
 If there is no author, write anonym (except internet)

QUESTIONS.
1. How do we quote from an interview?
2. How’s the proper way of quoting someone’s statement in another author’s book?
3.
REFRENCES
https://www.une.edu.au/__data/assets/pdf_file/0005/11669/REF_APA-Quoting-authors.pdf