Papers by Arzal Ismail
INTERNATIONAL JOURNAL OF INDONESIAN STUDIES SPRING 2 16, 2016
The present study examined the impact of Information Communication Technology [ICT] on a group of... more The present study examined the impact of Information Communication Technology [ICT] on a group of university students' academic performance in an Indonesian English as a Foreign Language (EFL) classroom. As the platform of the ICT usage in this current study,
English learning websites were used as the independent variable. Academic performance (students' score on pre and post test) was used the dependent variable. The participants in the study were 60 students of the Department of Public Health at the State University of Gorontalo, Indonesia, i.e an experimental group of 30 students (n=30) and a control group of 30 students (n=30). They took English courses as one of the compulsory subjects in the university curriculum. This study used a mixed method of a quasi-experimental and a qualitative interview approaches. Based on the result of the quantitative method of data
collection, t-tests of this study indicated that students in the experiment group performed significantly better than the students in the control group. Test results also showed that there was a significant difference between students' score on the pre- and post-test. The students' score in the post test and post test in the control group, however, were not significantly different. As interview results showed, participants expressed their positive learning experience with technologies, growing motivation in English learning, and positive feeling and confidence on their language performance.
Issues in Language Studies, 2014
Integrating Information Communication and Technology (ICT) into English as Foreign Language (EFL)... more Integrating Information Communication and Technology (ICT) into English as Foreign Language (EFL) classrooms is believed to enhance teaching and learning. This study promotes the use of online language laboratory into Indonesian EFL listening classroom. Using a mixed approach of qualitative and quantitative principles, this study examined 23 Indonesian learners of English at the State University of
Gorontalo, Indonesia to see whether the use of online language laboratory can significantly increase the students’ listening skills. In this experimental study, the participants’ condition and achievement in the pre- and post test were compared. The result showed that there is a significant difference between listening score on the modified TOEIC-like test. The findings suggest that , it is beneficial for teachers of
English to be aware of the effectiveness, flexibility, richness, and the other advantages of using online language laboratory in EFL especially listening classroom
Conference Presentations by Arzal Ismail
CALL in Context Proceeding, Berkeley University of California, 2017
Since Information and communication Technology (ICT) has revolutionized society in the
20th and 2... more Since Information and communication Technology (ICT) has revolutionized society in the
20th and 21st centuries, it is evident that innovative approaches based on the advanced and
dynamic technologies are challenging traditional pedagogy approaches. Although there has
been an extensive growing amount of research literature showing the positive impact of
Information and Communication Technology (ICT) on the quality of teaching and learning,
the evidence base for ICT integration in classroom remains largely underdeveloped and
underperformed. Findings from the previous recent studies show a gap between the
proposed ICT curriculum at the macro-level and the actual use of ICT in the classroom. This
current study identifies types of lesson learned from an interview conducted to a group of
20 secondary school English for Foreign Language teachers in Indonesian Province of
Gorontalo coming from different schools from different areas in respect to their ICT access
and integration. The questions that have guided this interview were to what extent they
integrate ICT in their classroom, how they encountered challenges and what should be done
to help them successfully integrate ICT in classrooms. Teachers in this study have reported
that regardless their willingness to integrate ICT in their pedagogical practice, ICT works in
some schools but hardly in another schools for some reasons. Institutional support, basic
infrastructure and ICT-related facilities, teacher professional development and teacher
collaboration have been suggested as key factors for the sustainability and success of their
ICT integration in their classrooms.
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Papers by Arzal Ismail
English learning websites were used as the independent variable. Academic performance (students' score on pre and post test) was used the dependent variable. The participants in the study were 60 students of the Department of Public Health at the State University of Gorontalo, Indonesia, i.e an experimental group of 30 students (n=30) and a control group of 30 students (n=30). They took English courses as one of the compulsory subjects in the university curriculum. This study used a mixed method of a quasi-experimental and a qualitative interview approaches. Based on the result of the quantitative method of data
collection, t-tests of this study indicated that students in the experiment group performed significantly better than the students in the control group. Test results also showed that there was a significant difference between students' score on the pre- and post-test. The students' score in the post test and post test in the control group, however, were not significantly different. As interview results showed, participants expressed their positive learning experience with technologies, growing motivation in English learning, and positive feeling and confidence on their language performance.
Gorontalo, Indonesia to see whether the use of online language laboratory can significantly increase the students’ listening skills. In this experimental study, the participants’ condition and achievement in the pre- and post test were compared. The result showed that there is a significant difference between listening score on the modified TOEIC-like test. The findings suggest that , it is beneficial for teachers of
English to be aware of the effectiveness, flexibility, richness, and the other advantages of using online language laboratory in EFL especially listening classroom
Conference Presentations by Arzal Ismail
20th and 21st centuries, it is evident that innovative approaches based on the advanced and
dynamic technologies are challenging traditional pedagogy approaches. Although there has
been an extensive growing amount of research literature showing the positive impact of
Information and Communication Technology (ICT) on the quality of teaching and learning,
the evidence base for ICT integration in classroom remains largely underdeveloped and
underperformed. Findings from the previous recent studies show a gap between the
proposed ICT curriculum at the macro-level and the actual use of ICT in the classroom. This
current study identifies types of lesson learned from an interview conducted to a group of
20 secondary school English for Foreign Language teachers in Indonesian Province of
Gorontalo coming from different schools from different areas in respect to their ICT access
and integration. The questions that have guided this interview were to what extent they
integrate ICT in their classroom, how they encountered challenges and what should be done
to help them successfully integrate ICT in classrooms. Teachers in this study have reported
that regardless their willingness to integrate ICT in their pedagogical practice, ICT works in
some schools but hardly in another schools for some reasons. Institutional support, basic
infrastructure and ICT-related facilities, teacher professional development and teacher
collaboration have been suggested as key factors for the sustainability and success of their
ICT integration in their classrooms.
English learning websites were used as the independent variable. Academic performance (students' score on pre and post test) was used the dependent variable. The participants in the study were 60 students of the Department of Public Health at the State University of Gorontalo, Indonesia, i.e an experimental group of 30 students (n=30) and a control group of 30 students (n=30). They took English courses as one of the compulsory subjects in the university curriculum. This study used a mixed method of a quasi-experimental and a qualitative interview approaches. Based on the result of the quantitative method of data
collection, t-tests of this study indicated that students in the experiment group performed significantly better than the students in the control group. Test results also showed that there was a significant difference between students' score on the pre- and post-test. The students' score in the post test and post test in the control group, however, were not significantly different. As interview results showed, participants expressed their positive learning experience with technologies, growing motivation in English learning, and positive feeling and confidence on their language performance.
Gorontalo, Indonesia to see whether the use of online language laboratory can significantly increase the students’ listening skills. In this experimental study, the participants’ condition and achievement in the pre- and post test were compared. The result showed that there is a significant difference between listening score on the modified TOEIC-like test. The findings suggest that , it is beneficial for teachers of
English to be aware of the effectiveness, flexibility, richness, and the other advantages of using online language laboratory in EFL especially listening classroom
20th and 21st centuries, it is evident that innovative approaches based on the advanced and
dynamic technologies are challenging traditional pedagogy approaches. Although there has
been an extensive growing amount of research literature showing the positive impact of
Information and Communication Technology (ICT) on the quality of teaching and learning,
the evidence base for ICT integration in classroom remains largely underdeveloped and
underperformed. Findings from the previous recent studies show a gap between the
proposed ICT curriculum at the macro-level and the actual use of ICT in the classroom. This
current study identifies types of lesson learned from an interview conducted to a group of
20 secondary school English for Foreign Language teachers in Indonesian Province of
Gorontalo coming from different schools from different areas in respect to their ICT access
and integration. The questions that have guided this interview were to what extent they
integrate ICT in their classroom, how they encountered challenges and what should be done
to help them successfully integrate ICT in classrooms. Teachers in this study have reported
that regardless their willingness to integrate ICT in their pedagogical practice, ICT works in
some schools but hardly in another schools for some reasons. Institutional support, basic
infrastructure and ICT-related facilities, teacher professional development and teacher
collaboration have been suggested as key factors for the sustainability and success of their
ICT integration in their classrooms.