INSTITUT PENDIDIKAN GURU KAMPUS TUN HUSSEIN ONN

BATU PAHAT, JOHOR

NAME: NUR IRSHA BINTI SHAHIDAN SURESH

INDEX NUMBER: 2021292340502

IDENTITY CARD: 030924011808

OPTION: TESL 3

INTAKE: JUN 2022

COURSE CODE: EDUP3133

COURSE NAME: TECHNOLOGY FOR TEACHING AND LEARNING

LECTURER: EN. MUHAMMAD BIN RADZALI

DEPARTMENT: JABATAN ILMU PENDIDIKAN

DATE OF SUBMISSION: 26 OCTOBER 2023

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 In an ever-changing world where new technologies are always being developed,
educators must keep ahead of the curve and make learning engaging. The ministry of education
has since implemented initiatives to ensure that teaching and learning are more effective and
consistent with the national education philosophy. According to Rajikal and Mohd (2020), 21st
century Teaching (PAK21) initiative is a suitable approach to coincide with the era of
globalisation in developing a competent and skilled generation. Thus, two teaching media
namely slide presentation and video will be critically analysed on its effectiveness to use as aid
for teaching English Language on the topic of sports whilst also its ability to meet the needs of
PAK21.

The first medium utilised is slide presentations, which is used to educate pupils about the
athlete Pandelela Rinong. For this activity, slide presentations were chosen because they allow
teachers to incorporate images and text from the web, resulting in a more engaging and
effective lesson. Because of its accessibility, collaboration features, and multimedia integration,
slide presentation is a valuable tool for educators. Based on the survey conducted through
Google Forms, it has shown the effectiveness of using Google Slides as means of conveying
information. This is proven through many studies such as one conducted by Abdulla and
O'Sullivan (2019) where it is stated that slide presentations have been shown to improve pupils'
engagement and learning effectiveness. Similarly, Osman et al. (2022) stated that presentation
slides are capable of developing multimedia teaching resources, and learners can understand
better. Slide presentations could also cater to pupils with varying learning styles specifically for
those who have visual and auditory learning styles. This is said because teachers are able to
include diagrams, pictures and even audio when presenting. Hence, using slide presentation
proves the effectiveness, rationality and its ability to achieve learning objectives in the
classroom.

The next medium to be analysed is videos. The objective of the lesson is for pupils to
learn information about the athlete Pandelela Rinong, and using videos to convey this
information is a strategic decision with numerous advantages. Videos offer a dynamic and
engaging learning environment and are highly accessible by teachers through platforms such as
Youtube and Vimeo. Pupils are able to observe the athlete's path and accomplishments by
viewing video footage of her life, achievements, and training. Through an evaluation conducted
using Rubistar, it is clear that videos are an effective aid to use in teaching and learning as a
means to convey information to pupils. According to Fyfield et al. (2019a), Video holds
considerable promise as a strong medium for not just communicating content but also
facilitating the transformation of instructional approaches. In another study by Babu H. et al.
(2019) stated that by augmenting the study material with videos, teachers and pupils have a
better understanding of educational concepts. Using videos as an educational medium also
allows teachers to accommodate pupils with a variety of learning styles by meeting both visual
and auditory preferences, making the lessons more inclusive and effective. Therefore, this
shows that using videos to convey information about athletes improves the learning experience
and also aligns with modern pedagogical goals.

Through the evaluation and analysis done, it is clear that both media is an effective tool
as a means to teach English Language to pupils that also meets the specific needs of PAK21
such as critical and creative thinking. However, the effectiveness of media could still be
increased by improving the design of both presentation slides and choosing videos. As stated in
a research by Tursunovich (2022), the design aspect in slide presentations highly affects pupils'
acquisition. Thus, teachers should consider elements in design when creating slides such as its
visual navigation, easy interpretation of information, the lack of excessive or unjustifiable use of
colours, fonts, symbols, suitable brightness, font shape, and material layout on pages. Another
study by Fyfield et al. (2019b) demonstrates that videos should be chosen with the goal of
assisting pupils to actively construct information rather than passively observing and benefiting
learners with unique learning needs. Consequently, teachers must carefully pick and incorporate
videos into their teaching process by carefully choosing videos that are relevant to the learning
objectives, stimulate active involvement, and meet the different needs of their pupils. To
summarise, the use of presentation slides and videos in teaching is an effective instrument
when carefully selected and administered.

Ultimately, the PAK21 initiative encourages new teaching approaches. The effectiveness
and alignment with PAK21 of slide presentations and videos for teaching English in sports is
demonstrated by our evaluation of their effectiveness. Slide presentations provide accessibility,
collaboration, and multimedia integration, and are supported by studies on increased
engagement and learning outcomes. Videos provide dynamic, immersive experiences that cater
to a wide range of learning methods. To maximise their potential, educators should concentrate
on design and selection. They complement current pedagogy and improve 21st-century
education by combining these tools.
(815 words)
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