IJAZAH SARJANA MUDA PERGURUAN DENGAN KEPUJIAN

CULTURE AND LEARNING

EDU3063

INSTITUT PENDIDIKAN GURU

KAMPUS PERLIS
Berkuat kuasa pada Jun 2011

National Philosophy of
Education

Education in Malaysia is a continuous effort towards enhancing

potentials of individuals in a holistic and integrated manner in order to
create individuals who are well-equipped intellectually, spiritually and
emotionally. This effort aims to produce knowledgeable, ethical and
responsible Malaysian citizens who are can contribute towards the
harmony and prosperity of the community and nation.

Philosophy of Teacher Education

Teachers who have a good personal well-being, progressive and
scientifically-oriented, ready to uphold the nations aspirations and
preserve her cultural heritage, promises individual development and
maintains a united, democratic, progressive and disciplined society.

Cetakan Dis. 2011

Kementerian Pendidikan
Malaysia
Hak cipta terpelihara. Kecuali untuk tujuan pendidikan yang tidak ada
kepentingan komersial, tidak dibenarkan sesiapa mengeluarkan atau
mengulang mana-mana bahagian artikel, ilustrasi dan kandungan
buku ini dalam apa-apa juga bentuk dan dengan apa-apa cara pun,
sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain
sebelum mendapat izin bertulis daripada Rektor Institut Pendidikan
Guru, Kementerian Pelajaran Malaysia.

ii

MODUL PEMBELAJARAN INI DIEDARKAN UNTUK KEGUNAAN PELAJARPELAJAR YANG BERDAFTAR DENGAN INSTITUT PENDIDIKAN GURU,
KEMENTERIAN PENDIDIKAN MALAYSIA BAGI MENGIKUTI PROGRAM
PENSISWAZAHAN GURU (PPG) IJAZAH SARJANA MUDA PERGURUAN.
MODUL PEMBELAJARAN INI HANYA DIGUNAKAN SEBAGAI BAHAN
PENGAJARAN
DAN
PEMBELAJARAN
BAGI
PROGRAM-PROGRAM
TERSEBUT.

Cetakan Jun 2011

Institut Pendidikan Guru
Kementerian Pendidikan Malaysia

iii

KANDUNGAN

MUKA SURAT

National Philosophy of Education

ii

Philosophy of Teacher Education

ii

Notice of Authors Rights

iii

Content Students

iv

Guide Introduction

vi

Allocation Of Topics

ix

Framework Of The Lesson Content

x
1-145

Topic 1: Culture and Diverse Groups in Malaysia

1.1 Concepts of Culture

1.2 Concepts of Diverse Groups

1.3 Types and Demographic Groups

13

Topic 2: Awareness Of Socio-Cultural Diversity

2.1 Race

21

2.2 Society

22

2.3 Belief system

24

2.4 Language

25

2.5 Custom

26

2.6 Gender

29

2.7 Importance of Understand The Various Cultural

29

Topic 3: Implications of Socio -Cultural Diversity

3.1 Concept Of Socio-Cultural Diversity

32

3.2 Implications Of Socio-Cultural Diversity In The Teaching And

Learning Process

36

3.2.1 Teacher

36

3.2.2 Student

39

3.2.3 School

41

3.2.4 Hidden Curriculum

43

Topic 4: Inequality of Educational Opportunity

4.1 Concept Of Inequality In Educational Opportunity
4.2 Elements That Generate Inequality Educational Opportunity

50
51

iv

4.2.1

Social Class

51

4.2.2

Gender

52

4.2.3

Minority Groups

54

4.2.4

Exceptional Students (Groups With Special Needs)

55

4.3 Issues On Inequality In Educational Opportunities

57

Topic 5: Creating A Culture-Friendly Classroom Environment

5.1 Managing Physical Classroom Environment

66

5.2 Managing The Socio-Emotional Environment

71

5.3 Relationships Among Ethnics

76

5.4 Managing of Teaching and Learning

78

5.5 Cultural Relevant Pedagogy

84

5.6 Pedagogy For Combined Classes

91

5.7 Sociolinguistic

96

5.8 Culturally Responsive Assessment

98

Topic 6 Communication Skills of Teachers

6.1 Verbal And Non-Verbal Communication

113

6.2 The Importance Of Communication Skills To Teachers

118

6.3

122

Language Register And Politeness

Topic 7: Action Plan to Create Culturally Friendly Environment

7.1 Plan and implement action plan for Aborigines, Indigenous
and people in the Interior

130

7.2 Program Implemented By Government

133

7.3 Action Plan For The Indigenous Group

135

7.4 Planning And Implementing Action Plan: Indigenous Group

135

7.5 Planning And Implement Action Plan: Interior Group

136

7.6 Steps taken by the Government to improve Education in the

Interiors of Sabah and Sarawak

137

7.7 Agencies Involved in Implementation of

Educational Development Program in the Rural Areas

138

7.8 Ways To Create A Culturally Friendly Environment

139

PANDUAN PELAJAR
PENGENALAN
Modul pembelajaran ini disediakan untuk membantu anda menguruskan
pembelajaran anda agar anda boleh belajar dengan lebih berkesan. Anda
mungkin kembali semula untuk belajar secara formal selepas beberapa tahun
meninggalkannya. Anda juga mungkin tidak biasa dengan mod pembelajaran
arah kendiri ini. Modul pembelajaran ini memberi peluang kepada anda untuk
menguruskan corak pembelajaran, sumber-sumber pembelajaran, dan masa
anda.
PEMBELAJARAN ARAH KENDIRI
Pembelajaran arah kendiri memerlukan anda membuat keputusan tentang
pembelajaran anda. Anda perlu memahami corak dan gaya pembelajaran anda.
Adalah lebih berkesan jika anda menentukan sasaran pembelajaran kendiri dan
aras pencapaian anda. Dengan cara begini anda akan dapat melalui kursus ini
dengan mudah. Memohon bantuan apabila diperlukan hendaklah
dipertimbangkan sebagai peluang baru untuk pembelajaran dan ia bukannya
tanda kelemahan diri.
SASARAN KURSUS
Pelajar Sarjana Muda Perguruan dengan Kepujian yang mendaftar dengan
Institut Pendidikan Guru, Kementerian Pelajaran Malaysia (IPG KPM) di bawah
Program Pensiswazahan Guru (PPG).
JAM PEMBELAJARAN PELAJAR (JPP)
Berdasarkan standard IPG KPM yang memerlukan pelajar mengumpulkan 40
jam pembelajaran bagi setiap jam kredit. Anggaran peruntukan jam
pembelajaran adalah seperti dalam Jadual 1 seperti berikut:

vi

JADUAL 1 : Anggaran Peruntukan Jam Pembelajaran

Agihan Jam pembelajaran

Aktiviti-aktiviti
Pembelajaran

Mengikut Kredit Kursus

3 Kredit

2 Kredit

1 Kredit

Tanpa

Ada

Tanpa

Ada

Tanpa

Ada

Amali

Amali

Amali

Amali

Amali

Amali

(3+0)

(2+1)

(2+0)

(1+1)

(1+0)

(0+1)

(1+2)

(0+2)

(0+3)
Membaca modul
pembelajaran dan
menyiapkan latihan /

70

60

70

62

70

65

10

10

10

Perbincangan Atas Talian

Kerja Kursus

20

20

20

20

15

15

Ulangkaji

10

10

10

10

Amali/Peperiksaan

tugasan terarah / amali

Menghadiri kelas interaksi
bersemuka (5 kali)
Latihan Amali*

Jumlah Jam Pembelajaran

120

80

40

* Latihan amali akan dijalankan pada hari Ahad atau melalui kursus intensif.
SUSUNAN TAJUK MODUL
Modul ini ditulis dalam susunan tajuk. Jangka masa untuk melalui sesuatu tajuk
bergantung kepada gaya pembelajaran dan sasaran pembelajaran kendiri anda.
Latihan-latihan disediakan dalam setiap tajuk untuk membantu anda mengingat
semula apa yang anda telah pelajari atau membuatkan anda memikirkan tentang
apa yang anda telah baca. Ada di antara latihan ini mempunyai cadangan
jawapan. Bagi latihan-latihan yang tiada mempunyai cadangan jawapan adalah
lebih membantu jika anda berbincang dengan orang lain seperti rakan anda atau
menyediakan sesuatu nota untuk dibincangkan semasa sesi tutorial. Anda boleh

vii

berbincang dengan pensyarah, tutor atau rakan anda melalui email jika terdapat
masalah berhubung dengan modul ini.

IKON
Anda akan mendapati bahawa ikon digunakan untuk menarik perhatian anda
agar pada sekali imbas anda akan tahu apa yang harus dibuat.
PEPERIKSAAN DAN PENTAKSIRAN
Anda juga diperlukan untuk menduduki peperiksaan bertulis pada akhir kursus.
Tarikh dan masa peperiksaan akan diberitahu apabila anda mendaftar.
Peperiksaan bertulis ini akan dilaksanakan di tempat yang akan dikenal pasti.
Soalan peperiksaan akan meliputi semua tajuk dalam modul pembelajaran dan
juga perbincangan
Tip untuk membantu anda melalui kursus ini.
1. Cari sudut pembelajaran yang sunyi agar anda boleh meletakkan buku
dan diri anda untuk belajar. Buat perkara yang sama apabila anda pergi
ke perpustakaan.
2. Peruntukkan satu masa setiap hari untuk memulakan dan mengakhiri
pembelajaran anda. Patuhi waktu yang diperuntukkan itu. Setelah
membaca modul ini teruskan membaca buku-buku dan bahan-bahan
rujukan lain yang dicadangkan.
3. Luangkan sebanyak masa yang mungkin untuk tugasan tanpa mengira
sasaran pembelajaran anda.
4. Semak dan ulangkaji pembacaan anda. Ambil masa untuk memahami
pembacaan anda.
5. Rujuk sumber-sumber lain daripada apa yang telah diberikan kepada
anda. Teliti maklumat yang diterima.
6. Mulakan dengan sistem fail agar anda tahu di mana anda menyimpan
bahan-bahan yang bermakna.
7. Cari kawan yang boleh membantu pembelajaran anda.

viii

INTRODUCTION

SYNOPSIS:
This module is prepared to assist students to manage their learning effectively.
This module also gives students the opportunity to manage their own learning
style and resources based on their independent self learning time. This module
is in replacement of three credit hours which is equivalent to forty five hours of
face-to-face interaction. Assessment includes assignment, quiz and examination
based on the topics in this module.
LEARNING OUTCOME
i.

Explain concepts of culture and ethnic groups in Malaysia.

ii.

Explain concept of inequality in educational opportunities.

iii.

Analyze

various socio-cultural aspects and its implication towards

teaching and learning.

iv.

Create a culturally friendly teaching-learning environment plan in the

classroom.

v.

Demonstrate effective communication skills with various ethnic groups.

vi.

Discuss steps to handle multicultural and multilingual issues in the

classroom

vii.

Create a culturally friendly teaching-learning environment plan in the

classroom

ix

ALLOCATION OF TOPICS
This course encompasses 7 main topics and each topic comprises various
subtopics and related tasks.Time allotted for the main topics are as follows:

CULTURE AND LEARNING

TOPIC

INTERACTION
HOURS

1. Culture And Diversity Groups In Malaysia

2. Awareness Of Socio-Cultural Diversity

3. Implication Of Socio-Cultural Diversity

4. Inequality Of Educational Opportunities

5. Creating A Culture- Friendly Classroom Environment

15

6. Communication Skills Of Teachers

7. Action Plan To Creat A Culturally Friendly Environment

TOTAL

45

MAIN
REFERENCES

Asma Abdullah & Pedersen,P.B.(2003). Understanding

multicultural Malaysia:Delights,puzzles and irritations. KL:
Pearson Educational Sdn. Bhd.

Bennette,C.I.(2006).Comprehensive multicultural
th
education:Theory and practice.(6 ed.)
Needham,MA:Allyn & Bacon.
Davis,B.M.(2006).How to teach students who dont look like
you:Culturally relevant teaching strategies.CA: Corwin
Press.
ADDITIONAL
REFERENCES

Dunn,R.S & Dunn,R.,Griggs,S.A.(2000). Practical approaches to

using learning styles in higher education. Westport:Bergin &
Garvey.
Good,T.L. & Brophy,J.E.(1997). Looking in classrooms.New
York:Addison-Wesley Educational Pub.
Marshall,P.L.(2002).Cultural diversity in our schools.
Belmont,CA.:Wadsworth Publishing Company.
Nieto,S.(2002).Language,culture and teaching:Critical
perspective for a new century.New Jersey:Lawrence
Erlbaum Associates.
Pang,V.C.(2001).Multicultural education:A caring
centered,reflective approach.Boston:McGraw Hill.
Sharifah Md. Nor(2000). Keberkesanan sekolah:Satu perspektif
sosiologi. Serdang:Universiti Putra Malaysia.
th

Woolfolk,A.E.(2004).Educational psychology, (9 ed). New

Jersey :Prentice Hall.

xi

TOPIC 1

CULTURE AND DIVERSE GROUPS IN MALAYSIA

Synopsis:
This module aims to give exposure to students on several topics related to
culture and diverse groups in Malaysia. This includes an understanding of
the concept of culture and diverse groups. In addition, this module also
discusses the characteristics of diverse groups and demography. Knowledge
about this topic is important to teachers because they have a great role in
the realization of the national agenda to achieve social integration. Besides,
an understanding of this topic also enables teachers to foster positive values
to increase students' awareness of the different cultures and diverse groups
which will

further enhance the spirit of cooperation amongst students.

Therefore

teachers need to equip themselves with knowledge on how to

create a conducive teaching and learning environment for students from

diverse groups.
Learning Outcomes:
At the end of this topic, learners should be able to:
1. Explain concepts of culture and diverse groups in Malaysia
2. Elaborate and present the characteristics of diverse groups and
demography in Malaysia.
Introduction
Before we discuss this topic, let us reflect on the relevance of this topic with
our role as a teacher in a classroom consisting of students from diverse
ethnic groups and cultures. This is a common scenario in Malaysia. How
would knowledge about culture and diverse ethnic groups help teachers
create a conducive teaching and learning environment? We may already
have the answers to these questions based on our experience and
1

perception. However, a more in-depth understanding of some basic concepts

related to this topic that may help to improve our understanding.
1.1

Concept of Culture

1.1.1 Definition Of Culture

In general, culture means the way of life. From the sociological viewpoint, the
word culture is derived from the Sanskrit word Buddhaya which is a
combination of

the word Budhi (Sanskrit) meaning active mind and Daya

(Malay) which means force, power and influence. The English term of
culture, however, has its root from the Latin word, colere which means
designing or doing. Besides, let us look at other definitions of culture.
"Culture or civilization, taken in its wide ethnographic sense, is that complex
whole which includes knowledge, belief, art, morals, law, custom, and any
other capabilities and habits acquired by man as a member of society".
(Edward B. Tylor, 1871)
"Culture may be defined as the totality of the mental and physical reactions
and activities that characterize the behavior of individuals composing a social
group collectively and individually in relations to their natural environment, to
other groups, to members of the group itself and of each individual to
himself. It also rates includes the products of These activities and their role in
the life of the groups ".
(Franz Boas, 1911)
"Culture is a set of intellectual and material equipment that can meet their
biological and social needs in keeping with the surrounding".
(Mohd Taib Osman,1988)
Culture is a set of human-made objective and subjective elements that in
the past have increased the probability of survival and resulted in satisfaction
of the participants in an ecological niche and thus become shared among
those who could communicate with each other.
Objective - something that has a tangible form, such as agricultural
tools, art works, houses, means of transportation, communication tools
and so on.
Subjective - something abstract such as norms, morals and values.
2

(Triandis, 1994)
"The way of life of people, including their attitudes, values, beliefs, arts,
sciences, modes of perception and habits of thoughts and activity".
(Dictionary of Philosophy,1996)
Based on the given definitions of culture, we can conclude that there are
distinct similarities in the various thoughts from different backgrounds in
different epochs. In short, culture is a way of life in any society which
includes belief systems, values, beliefs, art, tradition and civilization.
Next, let's look at several other aspects of the concept of culture. Based on
some thoughts on universal cultural elements, Kluckhohn in his book
Universal Categories of Culture (1953) discusses the cultural framework.
Based on that, Koentjaraningrat (2002: 203-204) highlights seven cultural
elements, namely:
i. Language
ii. Knowledge system
iii. Social organization
iv. Technology systems and equipment
v. Livelihood and economic system
vi. Religious system
vii. Art
In other words, all the seven elements form the basis of the culture in any
society. These elements are all inter-related. However, not all of these
elements stand out. Different societies have certain elements that stand out
and this varies from one society to another.

1.1.2 Characteristics of Culture

However, there are several characteristics of culture which are similar in all
societies. The characteristics are as follows:i) Learned Culture is not herited but can be learned. For example
parents need to teach their children manners and dress codes, table
manners and communication with the elderly.
ii) Shared - There are certain elements in a culture that is not confined to
any one ethnic group, but also practiced by other ethnic groups. For
example, we see in terms of clothing. Although baju kurung and kebaya
are the traditional attire of the Malay community, it is also worn by other
ethnic groups. Similarly, in terms of food, we find that in the context of
Malaysia which is blessed with a great variety of food because of the
various ethnic groups, the traditional food of a certain ethnic group, for
example thosai and apom which

belongs to the Indians, is also a

favorite of other ethnic groups.

iii) Universal - universal features exist in all human groups. For example,
animal loving culture and the environment. However,

these cultural

practices may differ from one ethnic group to other ethnic groups due to
the system of beliefs, local customs and values of a society.
iv) Inherited - This means that culture can be passed down from one
generation to another generation. For example, the Malay culture in
marriage customs practiced today is a legacy of the previous generation.
Similarly, there are certain cultural practises adopted by other races in
Malaysia like the Chinese.

They have a certain tradition of prohibited

colour for clothings that they need to observe during Chinese New Year
and this is a tradition that has been practised for generations.
4

v) Dynamic - Culture is something that is dynamic over time, context and

place. As an example, we see changes in the male Sikh community in
ancient times adhere to wearing turban. But with the passage of time and
modernization, there have been men among the modern generation Sikh
whereby wearing of turban is no longer observed.
vi) Have a symbolic elements - These elements exist in all societies
based on the level of importance of the tool selected as the image or
symbol. For example, symbols such as flags, logos and symbols have
specific meanings to the members of the community.
vii) The existence of worldview several cultural elements which which
indicate similar elements and acceptable by all cultural groups.
Based on these features, culture can be categorized into two types, namely:
i) material culture - equipment and supplies life and economic systems.
ii) non-material culture - religion and belief systems, knowledge and
language.
As a conclusion, in terms of human psychology, culture is part of human life.
Citing

Matsumoto (2002) 'culture played as basic and important a role in

understanding and contributing to human behavior as did any other

influences on our lives, and to gradually understand its pervasive and
profound influence on psychological processes in al areas of functioning.'
From a different viewpoint, we also can say that culture is the production of a
community in various forms, whether tangible or intangible (Noriati A.Rashid
et al, 2011). Culture also refers to a way of life practiced by many people
involving thought, values, beliefs, opinions, habits and way of thinking that
can be inherited. Important cultural concept to compare and contrast the
different societies. Thus it seems that man himself create a culture and

cultural development will follow the progress of society. (Aziz Deraman,

1994)
In the context of current education, teachers are responsible to educate
students to be cultured as required by not only society but conform to the
explicit and implicit elements in the National Philosophy of Education. Thus,
the teacher is responsible for understanding the diversity of cultures and
groups among the students in the classroom. To realize their role, teachers
need to improve their understanding of the cultural and ethnic diversity. In
this regard, two major cultural roles that need to be recognized by the
teachers are to build the country's image to create character and identity and
to foster national consciousness and nationhood based on characteristics of
spirituality, humanity and mentality (Nasrudin Yunos, Centre for General
Studies, UKM).

Stop and Reflect

What culture is to humans is what water is to fish( Shinobu Kitayama).
To what extent do you agree with the viewpoint?
Based on your experience, discuss the concept of cultural diversity in the
context of Malaysian society.

1.2

Concept of Diverse Groups

As teachers we need to understand the meaning of diverse groups in order

to play effective roles in creating a harmonious and friendly teaching learning
atmosphere in the classroom. In the context of our discussion as regards to
"diverse group" we need to clarify a few concepts as follows:

1.2.1

Definition Of Ethnic

The word ethnic comes from the Greek word ethnos meaning people.
According to Shamsul (2007), in his book 'Ethnic Relations Module' ethnicity
can be defined as a group of people who practise the culture that almost
uniformly cover the customs, dress, language and economic activities.
According to him, the concept of ethnicity has a relationship with the concept
of race. Ethnic is classified through different cultures characterized by
customs, family patterns, clothing, aesthetics, political orientation, economic
activity and entertainment. Based on his views it can be summarised that
ethnicity is a concept which categorizes groups of people based on their
living system. (Marzudi Md Yunus, 2009).
Based on the Islamic view, the existence of multi-ethnic, ethnicity, race,
language, color, customs, culture and so on is common. The goal is to
enable man to know each other, work together, help each other and show
mutual respect towards peace, security, prosperity and unity of mankind on
this earth and this coincide with the verse of Allah in the Holy Al Qur'an
interpreted as the follows:
"O mankind, indeed We have created you from male and female and made
you peoples and tribes that you may know one another. Indeed, the most
noble of you in the sight of Allah is the most righteous of you. Indeed, Allah is
Knowing and Acquainted.''
(Al-Hujurat : 13)
This shows that the social system of Islam recognizes the existence of
racial, color, language and nationality differences in the development of
human civilization. Islam has never intended to eliminate such differences,
let alone put it aside. This is because there are advantages in all these
differences either in giving them the opportunity to get to know each other,
doing good to each other and understanding the importance of peace and
harmony. As such Islam calls man towards peace and order to do good to
each other as described in the interpretation of the words of Allah:
7

"No good is there in much of their private conversation, except for those who
enjoin charity or that which is right or conciliation between people. And
whoever does that seeking means to the approval of Allah - then We are
going to give him a great reward"
(An-Nisa': 114)
Thus, we have a great responsibility in bridging the gap between various
ethnic groups and performing these responsibilities would mean that we
have accomplished part of our social and religious duties.
Next, the discussion of ethnicity requires us to understand some of the
related concepts such as ethnicity, ethnocentrism, stereotypes, prejudice
and discrimination.
Ethnicity arises from the term ethnic refers to the sense of belonging of an
ethnic group

(Mohammed Rozi bin Hamid, n.d)

Ethnocentrism is the feeling that ones group has a mode of living, values
and patterns of adaptation that are superior to those of other groups
.

(The Columbia Encyclopedia, 2000)

Stereotype is the general statements purporting negative impression of

extravagance of the pros and cons of the nature of a particular ethnic group
by another ethnic group. This stereotype picture has negative implications
and can lead to undesirable impact on unity in a plural society in Malaysia.
Prejudice is an implicit feelings in the hearts of the members of a particular
ethnic group against another ethnic group. Usually these feelings are not
based on any accurate or clear information or evidence. These feelings give
rise to unreasonable dislike of an ethnic group towards other ethnic groups.
Discrimination is the views, thoughts and negative beliefs by one ethnic
group against the other ethnic groups that influence the behavior of the

negative view. Discrimination is prejudice that exists in the ethnic group.

Discrimination is likely to occur when there is prejudice.
1.2.1.1 Importance Of Understanding Ethnic Relations
As a teacher, you need to understand the importance of ethnic relations.
This is to create an effective teaching and learning environment in your
classroom and in the long term is to create a united Malaysian society. What
is the importance of understanding ethnic relations? Among the importance
of understanding ethnic relations in the country are as follows:

Malaysia is a multiracial country and understanding ethnic relations is

important in order to avoid ethnic conflict.

Provides an understanding of the degree of social and cultural

pluralism.

Ethnic relations describe the historical development and socioeconomic capacity of our country.

Ethnic relationship reflects the degree of ethnicity and source of social

tensions.

Through ethnic relations, we are able to understand the issues of

prejudice and discrimination.

Ethnic

relations also helps

in understanding the

impact

of

industrialization and social change.

Ethnic relations influence social policy and social planning of the

country.

Thus, teachers should play a wise role in creating a harmonious relationship

among students from the different ethnic groups. Ultimately, this will lead to
a united Malaysian society. This has an impact on the sectors of tourism,
industry, trade and others. Outside communities can see the political and
economic stability here. These are some of the potential impacts as a result
of ethnic balance and stablility.

Discuss the importance of understanding the following concepts to a

teacher.

Ethnic
Ethnicity
Ethnocentric
Ethnocentrism

1.2.1.2 Levels of Ethnic Relations

i)

Segregation

ii) Accommodations
iii) Acculturation
iv) Assimilation
v) Amalgamation

10

Table 1.1 below summarizes the levels of ethnic relations.

Table 1.1: The levels of the Ethnic Relations
(Source: Nasrudin Yunos: Centre for General Studies, UKM)
SEGREGATION

Practice of separating people of different races,

classes, or ethnic groups,

ACCOMODATION

Conscious of
harmoniously

ACCULTURATION

The minority accepts the culture of the dominant

group making necessary adjustments to social
situations to prevent or reduce conflict.

ASSIMILATION

The process of reducing the boundary whereby

the minority incooperate elements of the
dominant groups culture & traits, but at the same
time maintain their own distinctive ethnic &
cultural identities

AMALGAMATION

Forming a new cluster through mixed marriages

cultural

difference

but

live

Based on insights related to ethnic groups that we have discussed, it can be

concluded that ethnicity is a group of people based on mutual respect and a
common activity with a view to develop their ethnic group. Indeed,
knowledge about ethnic is very useful for teachers and it should not stop as
a superficial understanding of the explicit aspects as the more significant
aspect is the implicit elements such as values and spirituality. In addition,
elements such as prejudice, discrimination and prejudice should be avoided
in order to achieve unity among the various ethnic groups.

Stop and Reflect

1. Reflect on the levels of ethnic relations in the context of
the plural society in Malaysia.
2. Relate your reflection with the existence of ethnicity,
ethnocentricism, stereotype, prejudice and discrimination.

11

1.2.2 Definition of Clusters

Smith (1945) defines clusters as a unit consisting of a number of organisms
having collective perceptions about their union and have the ability to do and
behave the same way within their group. Supporting these views is the
definition given by Stogdill (1959) which states that the group is an open
interaction system where the interaction pattern is determined by the
structure of a particular system. Next, a more detailed explanation given by
Mills (1967) who mentioned that the group is a unit consisting of two or more
individuals who work or have contact to achieve a certain purpose and that
considers cooperation between groups as something meaningful. The
definition given by Forsyth (1983) also meets the definition that was
presented earlier. According to Forsyth (1983) cluster is two or more
individuals who influence each other through social interaction.
1.2.2.1 Category and Function of Cluster
Based on the various definitions given, diversity of groups can be interpreted
from several perspectives. First, the group in a society can be classified into
two groups, namely formal and informal. Formal group means group
established by an organization with a set task to achieve organizational
goals. Informal group can be categorized based on several aspects as
follows:
Table 1.2: Categories and Functions of Clusters
No
1.

Categories of
Clusters
Task based

2.

Interest based

3.

Friendship based

Functions of Clusters
Group executing a responsibility based on a certain
work together for the purpose of completing the task
Group of individuals who work together to achieve a
specific target / niche.
Group of individuals with similar characteristics and
have life goals, wishes and lifestyles which are
mutually agreed

12

Table 1.2 above shows the categories and functions of clusters.

Cluster

formation is influenced by several factors. For the purpose of our discussion

among the factors are: Harmony (security guarantees)
Status (tribute)
Self-esteem (feeling of self-worth)
Strength (building inner greatness)
1.3 Types and Demographic Groups
"Demography" was first used by Guillard (1885). The term Demography
originates from the word "demos" and "grafein". "Demos" means people or
people in an area, while "grafein" means describe or write about something.
Based on this understanding, demography means "writing about people or
people in a location". Demographic group can be defined as the statistical
analysis of the number and composition of the population in a certain location
(Syed Ismail et al, 2010). The scope of demography is as follows:
i.

Structure of the population

ii.

Total population

iii. Composition (age, religion, race, gender)

iv. Process of population
v.

Death

vi. Migration
vii. Marriage
viii. Changes in social status
Demographic groups in Malaysia consists of many races, nationalities and
religions. Percentage of the distribution of population according to race in
Malaysia can be seen in Figure 1.1 as follows: -

13

Figure 1.1 : Percentage Distribution of Population by Religion, Malaysia 2010

Source :Population & Household Census(2010) Malaysia 2010 (Census
2010

Based on Figure 1.1, the total population of Malaysia was 28.3 million of
which 91.8 percent are citizens and 8.2 percent non-citizen. Citizens of
Malaysia consist of Bumiputera ethnic group (67.4%), Chinese (24.6%),
India (7.3%) and others (0.7%). Among the citizens of Malaysia, Malay is the
main ethnic groups in Peninsular Malaysia, namely 63.1 percent. Iban
constituted 30.3 per cent of the total citizens in Sarawak, while the
Kadazan/Dusun records 24.5 per cent in the state (Census 2010).
Next, we look at the distribution of the population in Malaysia according to
religion based on population statistics of 2010 as contained in Figure 1.2

14

below:

Figure 1.2 : Percentage Distribution of Population by Religion, Malaysia 2010

Source :Population & Household Census(2010) Malaysia 2010 (Census 2010)

Figure 1.2 above shows that Islam is the most widely professed religion in
Malaysia, with the proportion of 61.3 per cent. However, as a multi-racial
country, other religions practised are Buddhism (19.8%), Christians (9.2%)
and Hinduism (6.3%).
Stop and Reflect
th

What do you think are the effects of the 13 May 1969 incident
on the racial relations in Malaysia? Discuss steps that can be
taken by teachers to avoid such incident.
Based on the discussion on the demography and ethnic groups in Malaysia,
it is clear that the population of Malaysia consists of many ethnic groups of
all faiths and cultures. Hence, Malaysia has a major responsibility to unite
the people of various ethnic groups. Such effort should be undertaken jointly
by all parties including the teachers. To achieve this effort, teachers need to
understand students and implement teaching and learning strategies which
15

are appropriate to student comprising of various cultures and ethnic groups

in the class. Teachers should play significant role as mediators to realize the
national agenda, that is unity and social integration by creating a culturefriendly teaching and learning environment.

In order to achieve this,

teachers should avoid prejudice, stereotypes, racism and discrimination in

order to promote harmony and national unity.

On the other hand, the

concept of accommodation should serve as a guide in establishing ethnic

relations in Malaysia.
In addition, teachers also need to be sensitive to the concept of ethnicity
which is a very practical way to create unity and cooperation among
students. At the same time we must remember that the concept of unity
which has its foundations from ones thoughts and self-awareness is the best
way compared to actions taken without self-awareness or thinking. It is a
long journey but it can be realized if we as Malaysians can think as "A
Bangsa Malaysia" (Marzudi Md Yunus, 2009). In this context, the teacher
has a great responsibility which could be partly achieved during the teaching
and learning process. A more detailed description of the role of the teacher
will be discussed in Topic 5.
Summary
This topic discusses important aspects such as:
Definitions of culture from various perspectives.

In general, culture

means the way of life. From the point of language, the word culture is
derived from the Sanskrit word Buddhaya which is a combination of the
word Budhi (Sanskrit) meaning active mind and Daya (Malay) which
means force, power and influence. The English term of culture, however,
has its root from the Latin word, coler which means designing or doing. In
short, culture is a way of life in any society which includes belief systems,
values, art, tradition and civilization.

16

 Further discussion featuring seven cultural elements, namely: language,

knowledge systems, social organization, technological systems and
equipment, livelihood and economic systems, religious systems and the
arts.
Characteristics of culture discussed in this module are as follows: o Learned
o Shared
o Being universal
o Inherited
o Dynamic
o Have a symbolic element
o The existence of worldview
Ethnicity is a concept of categorizing groups of people based on living
system practised by a group of people (Marzudi Md Yunus, 2009).
In Islam, the existence of multi-ethnic, ethnicity, race, language, colour,
customs, culture and so on is common and is a blessing that motivate
people to become acquainted, cooperating with one another, enhancing
mutual assistance and respect towards peace, safety, well-being,
prosperity and unity of mankind on this earth as mentioned in the Holy AlQuran (Surah Al Hujarat).
Groups in a society can be classified into two, namely formal and informal.
Formal group means group established by an organization with a task set
to achieve organizational goals. Informal group can be categorized based
on a number of aspects that were discussed.
The formation of clusters is influenced by factors that have been identified
as follows: o Peace (security guarantees)
o Status (tribute)
o Self-esteem (feeling sellf-worth)
o Strength (build inner greatness)

17

 The term demography originates from the word demos and grafein.
Demos means people in an area, while grafein means describe or write
about something. Based on the definitions given, the term demography
means "writing about people or people in a location". Demographic group
can be defined as the statistical analysis of the number and composition
of the population of a certain location (Syed Ismail et al, 2010).
Demographic groups in Malaysia consist of many races, nationalities and
religions.
Malaysia has a major responsibility to unite the people of various ethnic
groups and the effort to accomplish this task should be undertaken by all
parties including the teachers.
Reference
A.Aziz Deraman (1994), Masyarakat dan Kebudayaan Malaysia, Kuala
Lumpur: Perpustakaan Negara Malaysia.
Banci Penduduk dan Perumahan Malaysia 2010 (Banci 2010). Retrieved
August 30, 2012, from http://www.statistics.gov.my/portal/index.php?
option=com_content&vie w=article&id=1215&Itemid=89&lang=bm
Definisi Budaya. Retrieved September 2, 2012, from
http://www.scribd.com/doc/19756481/BAB-2-Definisi-Budaya
Definisi Kelompok. Retrieved September 9, 2012, from http://jlhengki.blogspot.com/2011/08/definisi-kelompok.html
Hubungan Etnik, Asas Kesejahteraan Bangsa. Dimuatnaik oleh Dr. Hanipah
Hussin Dipetik 10 Oktober 2014 dari http://hubunganetnikMalaysia.blogspot.com/ 2010/ 01/etnisiti.html
Hubungan Etnik. Retrieved Septemper 1, 2012, from
http://www.scribd.com/doc/22478106/Bab-1-Konsep-Asas-Hub-Etnik
Jenis dan Demografi Kelompok. Retrieved September 4, 2012, from
http://www.scribd.com/doc/53660632/Jenis-Demografi-Kelompok
Konsep Budaya. Retrieved August 30, 2012 from http://hubungan
etnik.blogspot.com/2009/10/konsep-budaya.html

18

Marzudi Md Yunus, 2009. Etnisiti : Etnisiti Serta Cabaran dalam Membentuk

Perpaduan. Retrieved September 10, 2012, from
http://www.scribd.com/doc/25182342/ETNISITI-Etnisiti-Serta-CabaranDalam-Membentuk-Perpaduan
Modul 1 - Konsep Asas Hubungan Etnik. Retrieved September 4, 2012,
from http://uitmnote.blogspot.com/2012/04/bab-1-ctu.html
MrDeday7z.Blogspot.com, 2009. Tujuh Kebudayaan Universal. Retrieved
September 8, 2012, from http://www.scribd.com/doc/81004093/7Unsur-Kebudayaan-Universal
Muhamad Kamarul Kabilan & Zaharah Hassan.(2005). Readings on
ethnic relations in a multicultural society. Serdang: Universiti Putra
Malaysia.
Noriati A. Rashid, Boon Pong Ying, Sharifah Fakhriah Syed Ahmad,
Zuraidah A. Majid Budaya dan Pembelajaran Selangor Darul Ehsan :
Oxford Fajar Sdn. Bhd. Siri Pendidikan Guru.
Pengalaman Malaysia. Retrieved September 4, 2012, from http://hubunganetnik.blogspot.com/2009/10/pengalaman-malaysia.html
Ramlee Mustapha, Norzaini Azman, Faridah Karim, Abdul Razak Ahmad &
Maimun Aqsha Lubis. Social Integration Among Multi-Ethnic Students
at Selected Malaysian Universities in Peninsular Malaysia: A Survey of
Campus Social Climate. Retrieved September 1, 2012, from
http://myais.fsktm.um.edu.my/9923/2/MAIMUN_MS_1.pdf
Shalin Chanchani & Paul Theivanathampillai. Typologies of Culture.
Retrieved August 30, 2012, from
http://home.arcor.de/mba2006/Typologies%20of%20culture.pdf
Sistem Sosial dalam Islam.
Retrieved September 5, 2012, from
http://www.oocities.org/farouq1965/TPSM/1h.htm
Tylor, E.B. 1974. Primitive culture: researches into the development of
mythology, philosophy, religion, art, and custom. New York: Gordon
Press. First published in 1871. ISBN 978-0-87968-091-6
UNESCO. 2002. Universal Declaration on Cultural Diversity, issued on
International Mother Language Day,. Retrieved on http:
on
February 21, 20022006-06-23.
Woolfolk,A. (2004). Educational psychology. Boston: Allyn & Bacon

19

TOPIC 2

AWARENESS OF SOCIO-CULTURAL DIVERSITY

Synopsis:
This topic deals with the awareness of socio-cultural aspects of the ethnic
groups in Malaysia. It will explain the basic concepts of race, society and
social class. In addition, the types of belief system, language, custom and
gender aspects in our multicultural society are discussed. A better
understanding on the various cultures in Malaysia should be acquired by
Malaysian in order to create unity among all races.
Learning Outcomes:
1. Explain concepts of race, society and social class
2. Explain types of belief system, language, custom and gender
practices among multicultural society in Malaysia.
3. Discuss the importance of the understanding of various cultures
races.
Before discussing the awareness and the importance of multiculturalism in
Malaysia, it would be good if we reflect on our country which consists of
diverse society(masyarakat majmuk) practising various cultures in the
country.
Reflect:
What do you understand by diverse society and why is it
essential for everyone in
the country to understand the
diverse cultures of multicultural society in Malaysia.
Surf the internet: Why is it necessary for the teachers to
understand the various cultures practised by the multicultural
Malaysians in the country?

20

It is believed that the understanding of various cultures and their practices

will ensure national development and to create a harmonious society among
the Malaysians of various races.
This topic will explore, analyse, discuss and try to compare the existence of
various cultures as well as their different cultural practices. The presence of
multicultural practices can be analysed by studying various aspects such as
races, social structure, social class, belief system, norms and practices and
emergences of gender differences.

2.1 Race
According to the population census of Malaysia in 2010, the total population
of Malaysia is almost reaching 27,566,821 million. Of this, 58%

of the

population are Malays, 27% are Chinese and 7% are Indians. The rest of
the population consists of indigenous people. (Najeemah Mohd Yusof.
2005). According to Hans Kohn (as cited in Kaelan, 2002: 212-213) the
emergence of a race is related to the similarities that each individual in a
group share the similar characteristics such as common language, religion,
cultures, live in a similar territory, live in the same country and become a
citizen.

Even though there is no agreement on the definition, the most

important factor related to race is the need to be together or commonly

known as nasionalism.
Friedrich Hertz in his book Nationality in History and Politics explains that
every race consists of four core elements:
The desire to achieve national unity consisting of social cohesion,
economic, political, religious, cultural, communication, and solidarity.
Desire to independence, excellence, individualism, originality, or
uniqueness.
Desire to achieve independence, that is free from foreign domination.

21

 A desire to stand out among the nations, excel in the pursuit of honor,
influence and position.
As such we can conclude that race refers to a group of people who are
originated from a common descent and practise its own customs, language,
and culture. Generally each race is considered to have a common identity
and speak the same language, besides having their own religion, ideologies
and culture. They are considered to have originated from the same descent.
In Malaysia, every race has its own identity and culture but all races live in
harmony respecting each others religious practices and values.

Discuss teachers roles in producing a united Bangsa Malaysia among

students from the diverse groups.

2.2 Society
Society refers to a group of individuals living together. In general, society
can be understood as a union of groups of people who interact in a particular
living system (Najeemah, 2005). Sociologists define society as people who
interact in such a way as to share a common culture. According to Syed
Ismail and Ahmad Subki (1965) society refers to a group of people living
together and they are dependent on their culture.

The following diagram

explains the elements of a society.

22

Live in
groups
Presence of
Social Class

Practice
Similar
Elements of
Society

Presence of
Leadership
qualities

Always a
tendency to
change
Sharing and
caring

Figure 2.1: Characteristics of Community / Society or Race

2.2.1 Social Class

Social class refers to the status or position of one group in the social hierarchy
that reflects whether each group is in the upper class, middle or lower class.
For an example, during the age of the Malacca Sultanate, the Malay society is
divided into two groups, that is the government and the citizens.

The

government consists of the King, aristocrat, Speaker and the Headman.

Meanwhile, the citizens consist of ordinary people.

In groups discuss the following questions:

With the help of graphic organisers, compare and contrast the social
arrangement of traditional society with modern society of today.
Discuss the responsibilities of Sultan, Bendahara, Temenggung and
Laksamana in the Malacca Sultanate.

23

 Among the Malaysians of various races, the social system of each

group has distinguished social positions. Surf the internet and collect
informations on the language used and other cultural practices of the
various social classes given below:
PENINSULAR MALAYSIA

SABAH

SARAWAK

Malay

Kadazan-Dusun

Iban

Cina

Bajau

Bidayuh

India

Murut

Melanau

Serani

Bisayah

Orang Ulu

Punjabi

Kedayan

Kayan

Orang Asli

Lotud

Bisayah

Dumpas

Kedayan

Rungus

Kelabit

Sulu

Kenyah

2.3 Belief system

Belief is a state or habit of mind in which trust or confidence is placed in a
person or thing. In the context of religion, belief is part of the core of moral
development. Devotees of all religions have their own belief system. In fact,
in Malaysia there are various belief systems among members of the society.
According to the 2010 Population and Housing Census, 61.3% of the
countrys population practise Islam, the countrys official religion. For the
Muslims, the belief system is usually related to akidah and faith. Besides
Islam, other belief systems which have a considerably large number of
followers are Buddhism and Hinduism.

Take a moment to think and collect information related to the

beliefs and taboos of Malaysian society based on the
information below:

Malays

Chinese

Indians

Belief Systems

Superstitions and
Taboos

2.4 Language
Language is a communication tool used by every member in the community
in any one race to communicate and interact with each other. In addition,
language has also become an important medium of information shared
between members of society. According to Noriati, Boon Pong Ying dan
Zuraidah(2011) through language, human can adapt to the customs,
attitudes, and societal rules and at the same time enable an individual to
adapt with the norms of the society.
Reflect
Discuss your roles as a teacher in promoting the concept of
1Malaysia using language among your students?

2.4.1 Language Function

A language function refers to the purpose for which speech or writing is
being used. Savignon(1983) describes a language function as the use to
which language is put, the purpose of an utterance. By using this idea to
structure teaching, the instructional focus becomes less about form and
more about the meaning of an utterance. In this way, students use language

in order to fulfill a specific purpose, therefore making their speech more

meaningful. It becomes a tool of communication as well as a tool for human
beings to interact. Language also plays an important role in producing
important work. In traditional societies, before writing came into being,
language became an important communication tool in sharing ideas,
information and insights both implicitly and explicitly.
In a multiracial country like Malaysia, language is used to unite Malaysians of
all races and it has become a tool for racial unity. Thus, the Malay language
as the official language in Malaysia is used as a language of instruction in
schools. The Malay language as the national language has been able to
bring all Malaysians to live in a harmonious atmosphere where mutual
respect prevails among every citizen in Malaysia to interact and
communicate easily. In interpersonal relationship, language has become a
tool for bridging the members of society together in our country.
2.5 Custom
Custom refers to the rules and norms that are and have been in practice by a
group of people through many generations (Encyclopedia Britannica, 2010).
Customs are considered important to every society and we have to respect
peoples customs. In Malaysia the different cultural groups in the society are
bound to various practices related to celebration of festive season, eating,
tradition and custom of engagement, marriage and birth. As an example, the
Chinese New Year's Eve dinner is the most important dinner for Chinese.
Normally this is the family reunion dinner, especially for those with family
member away from home. In the New Year's Eve dinner, certain dishes are
served as a symbol of prosperity. Right after the 12:00pm of the New Year's
Eve, fireworks will be launched to celebrate the coming of the New Year as
well as driving away the evil. It is believed that the person who launched the
first Fireworks in the New Year will get good luck. Besides these practices,
red packet which is a red envelope with money in it are usually given by

adults, especially married couple to young children in the New Year days. It
was believed that the money in the red packet will suppress the evil from the
children, keep the children healthy, and long living.
Apart from the Chinese, the Malays, Indians, Punjabis and others adhere to
their customs respectively. In addition to Peninsular Malaysia, the people in
Sabah and Sarawak also hold strongly to their customs. In addition,
indigenous people in the country also practise their customs and rituals.
This shows that our country is rich in diverse customs and traditions.
Therefore, a teacher needs to understand the custom of the Malaysian
society, ensure that students learn in a harmonious environment and
respecting each others custom.

In groups discuss and complete the table below:

CUSTOM OF MALAYSIANS
Custom

Malays

Chinese

Indians

Punjabis

Eurasian

Birth
Marriage
proposal
Engagement
Seventh
months of
Pregnancy
Death

Custom
Child birth
Marriage
Proposal
Marriage
Seventh
monthsof
pregnancy
Death

CUSTOMS OF ETHNIC GROUPS FROM

SABAH DAN SARAWAK
Sabah
Sarawak

2.6 Gender
The term "gender" refers to the socially-constructed differences between
men and women. These differences cover several aspects including roles,
behaviour, activities and characteristics that any particular society assigns as
appropriate for men and women. In all societies, men and women play
different roles ranging from child rearing, food preparation, and household
maintenance. Closely related to gender role is gender practices which refers
to a set of social and behavioural patterns within a specific culture which are
widely considered to be socially appropriate for individuals of a specific sex.
Socially accepted gender practices differ widely between different cultures.
Thus, teachers must be sensitive to these practices in order to match with
the needs of boys and girls. Their level of achievement may differ and boys
may do well in certain subjects while girls show excellence in other areas of
studies.

So teachers must plan teaching and learning to match with the

students performance. Teachers can do this by providing the best instruction

and create the best learning environment for the boys and girls in the
classroom. As an example teachers can use cooperative learning strategies
to bring about positive attitudes among boys and girls toward instruction,
mastery of content, and self-esteem among them.
2.7 Importance Of Understanding The Various Cultures
It is essential for teachers to recognise the impact of cultural differences on
childrens education. Teachers need a broad range of skills and knowledge
to understand these diverse cultures among students. Teachers knowledge
and understanding of culture enable the teachers to increase the relevance
of lessons, quoting relevant examples and able to avoid cultural sensitivity.
Teachers who understand the different cultures can also help students reach
their potentials. Understanding the various cultures also enable teachers to
get to know the students better, encourage students to learn to know one
another, and set aside prejudices. If this can be achieved, students from the
diverse cultural groups will be able to live in harmony. In school, teachers

who understand the various cultures are able to develop friendly

relationships among school children irrespective of their race, religion and
culture. Besides, teachers as social agents can play an important role to
build a progressive, prosperous and united Malaysia. Indeed, solidarity and
cooperation among the races are very important toward the success of
Vision 2020 and the realisation of the concept of 1Malaysia. Teachers can
be role models among the pupils in the school to promote tolerance and
cooperation.

Therefore, understanding the different cultures is the right

formula in fostering racial unity, to maintain national integration, inculcate the

spirit of togetherness and mutual understanding among students of various
cultures.
Summary:
This topic discusses important aspects such as:
Concepts of race, society and social class
o Race refers to a big group of people who is originated from a similar
descendent and practises customs, language and culture belonging to
the group.
o Society is classified as a group of people who are related and they
perform activities collectively while living together. The importance of
this kind of interaction between individuals determines a particular
pattern of life and there is a distinct communication system(Roucek and
Warren,1979).
o Social class refers to the status or position of one group in the social
hierarchy that reflects whether each group is in the upper class, middle
or lower class.
Belief, language, custom and gender practices among multicultural society
in Malaysia.
o Belief is a state or habit of mind in which trust or confidence is placed in
a person or thing. In the context of religion, belief is part of the core of
moral development.

o Language is a communication tool used by every member in the

community in any one race to communicate and interact with each
other.
o Custom refers to the rules and norms that are and have been in
practice by a group of people through many generations
o Gender practices refer to a set of social and behavioural patterns within
a specific culture which are widely considered to be socially appropriate
for individuals of a specific sex.
Understanding the various cultures in Malaysia is important to teachers:
oHelp students reach their potentials
oGet to know the students better
oSet aside prejudice and avoid cultural sensitivity
oInculcate the spirit of cooperation and solidarity
oDevelop friendly relationships among school children
oBuild a united Malaysia. - the realisation of the concept of
1Malaysia.
References:
Refer to the list of books for further reading
Brint, S.(1998). Schools and Societies.NewYork:Pine Forge Press.
Encyclopedia Britannica (2010).Retrieved from
http://global.britannica.com/EBchecked/topic/504688/ritual
Najeemah MohdYusof (2005).Multicultural Education Practice Among
Teachers In National Secondary Schools: A Case Study In Kedah. Jurnal
Pendidik dan Pendidikan, Jil. 20,97111, 2005.
Noriati A. Rashid, Boon Pong Ying, Sharifah Fakhriah dan Zuraidah Majid
(2011).Budaya dan pembelajaran. Kuala Lumpur :Oxford Fajar Sdn. Bhd
Roucek J.S. dan Warren R.L.(1979). Sosiologi suatu pengenalan. Dewan
Bahasa dan Pustaka. Kuala Lumpur.
Syed Ismail dan Ahmad Subki(1965). Budaya dan pembelajaran. Penerbitan
Multi Media Sdn. Bhd. Kuala Lumpur.

TOPIC 3

IMPLICATIONS OF SOCIO-CULTURAL DIVERSITY

Synopsis:
This topic discusses the concept of socio-cultural diversity in the school
community. It also explains the implications of socio-cultural diversity in the
teaching and learning process in the classroom. This topic focuses on the
roles of teachers, students, schools and hidden curriculum.
Learning outcomes:
1.

Analysing the concept of socio-cultural diversity in the school

community

2.

Explain the implications of socio-cultural diversity in the teaching and

learning process.

3.1 Concept Of Socio-Cultural Diversity

3.1.1 Concept Of Socio-Cultural Diversity In The School Community
There have been various views on the concept of diversity. One of these
views has identified the three sources of diversity as follows:
i) demographic characteristic - culture, ethnicity, language, age,
gender

social class,religion

ii) personal characteristics - age, gender, communication style,

economic background, personality
iii) abilities and skills - social and technical (Johnson & Johnson, 2009)
However, for the purpose of our discussion we shall confine sociocultural
diversity as race, social class, ability, different learning styles and
conditions, ethnicity, age, gender, sexual orientation, religion and other

dimensions that make up the identity of the individual student and its impact
on his or her learning experience(E-Forum Discussion Paper, 2011).
3.1.2 Issues in a diverse socio-cultural classroom
Malaysian society consists of diverse socio-cultural groups and this can be
seen in the variety of religious and cultural practices among the different
races. The composition of the Malaysian population is reflected in most of
the Malaysian schools and this offers great challenges to the school
administrators. These challenges must be taken seriously so that students
from the diverse social background and practising unique learning styles are
not marginilised in the teaching and learning process.

Among the issues

involved in dealing with students from the diverse socio-cultural groups are
tolerance, respect, conflicts, attitude and understanding. The cooperation of
teachers, school administrators and the Teacher-Parent Association is very
much needed in order to address these issues.

Stop and Reflect

Based on your experience as a teacher discuss the issues among the
diverse socio-cultural groups of students in the classroom

3.1.3Creating a culture friendly classroom atmosphere

Teachers need to address these issues appropriately so as to maintain a
culture friendly teaching and learning atmosphere in the classroom. Below
are some of the ways in which teachers can contribute towards creating a
culture friendly classroom:
o Teach with dedication and professionalism without differentiating the
students races or social classes.
treatment.

Students must be given equal

o Allow students to mingle freely and do not place students from the
same race or cultural background into the same group so that they
can interact and understand each other better. Teaching and learning
activities carried out in the classroom must be able to inculcate mutual
trust among pupils
o Teach students with full dedication and use a variety of teaching and
learning methods in line with students level of achievement and
interest, for example teacher can use cooperative learning strategies
which encourage students interaction, thereby giving opportunities
from diverse socio-cultural and ethnic groups to discuss and work
together during the teaching and learning process.
o Arouse their mind by giving them motivation, smile, humour and
praises besides telling them the appropriate things that they need to
do without nagging.

Encourage students from the diverse socio-

cultural groups to work together as a team in order to narrow the gap

between students from different socio-cultural backgrounds. Avoid
punishments as this will affect the student teacher relationship and
decrease the students interest in the teaching and learning process.
o Show respect to all students irrespective of their social and cultural
background and encourage students to learn to respect each other.
Teachers should also encourage mutual respect among students
during the teaching and learning process so as to prevent undesirable
behaviours such as quarrels and racial sentiment between students
from diverse social backgrounds.
o Encourage the use of a common language, that is the official
language during the teaching and learning process.

Activities to

improve the language must be carried out so that the students' level of
language proficiency will increase and this will help students to
achieve socio-cultural maturity and encourage better communication

among students from diverse social groups. Effective communication

can develop close mutual cultural relationship among students.
o A teacher should be a role model for students from diverse sociocultural groups to emulate and serve as a good example in the
classroom.

Teachers should also learn to understand the students

language and other cultural practices in order to earn students

respect.

Teachers should have patience, persistence and

determination in shaping students behavior which may not happen in

a week or two, but will take a longer time.
3.1.4 Creating a culture friendly school community
There are many ways the school administrator can ensure a culture friendly
school community. Some of the ways are as follows:
o Make it compulsory for all students of diverse groups regardless of
social class to become members of various societies.

Societies

established must be able to fulfill the needs and interest of the

students from diverse social groups.

Encourage students from all

socio-cultural background to participate in all societies in order to

create a positive social integration among students of all socio-cultural
groups.

Avoid the participation of students from the same socio-

cultural group to be members of the same society to avoid prejudices

against other races.
o Formation of working committees should ensure the participation of
students, teachers and support staff from diverse socio-cultural
groups so that they can work together and learn to understand and
respect each other. The process of racial socialization regardless of
religious affiliation should be expanded so that the formation of team
spirit and unity can be encouraged.
o Encourage all members of the school community from the diverse
socio-cultural groups to use a common language, that is the official
35

language to avoid misunderstanding among each other.

This can

enhance a more positive interaction and enable members of diverse

socio-cultural groups to communicate with each other, thus narrowing
the gap between members of the diverse socio-cultural groups.
o School should provide a social setting that enables students from
diverse socio-cultural groups to learn ways in dealing with sociocultural differences.
3.2

Implications Of Socio-Cultural Diversity In The Teaching And

Learning Process

3.2.1 Teachers
Teachers play important roles in developing the students potentials
regardless of their socio-cultural background. Noriati et.al (2011) analysed
teachers responsibilities in addressing students from diverse socio-cultural
background based on several perspectives. The following views are mainly
based on those perspectives:
i) Treating students fairly teachers have to treat students fairly
regardless of their socio-cultural background.

They must obtain

information about students background and plan accordingly in order

to assist students based on their needs. By doing so, teachers are
able to earn students respect. Besides, they are also able to create
good relationship with the students by listening to them using
discussions as a means of building bridges for understanding with
students regardless of their socio-cultural background and academic
achievement. This way, teachers can help to create a culture friendly
teaching and learning environment among students from diverse
socio-cultural background.
ii) Teaching strategies teachers can use the cooperative learning
strategies during the teaching and learning process.

However,

teachers must be culturally aware in the selection of other appropriate

36

teaching strategies, methods and techniques based on students

needs. By allowing students to mingle around, sit in a mixed group
comprising of students from diverse socio-cultural background,
teachers will be able to promote better understanding among the
students and thus create a culture friendly teaching and learning
environment in the classroom. . In fact, there has been evidence that
students academic achievement is influenced by the teachers
cultural awareness(Banks, 2004; Larke 1990; Nieto 2004; Sleeter &
Grant, 2003; Yeung, 2006). It has also been observed that there is a
strong correlation between teacher awareness of cultural diversity and
the teaching methods used(Brown (2004). That is, teachers exhibiting
high level of cultural sensitivity prove to be more effective in culturally
diverse settings(Cruikshank, 1986; Larke, 1990).
iii) Classroom management - this is another difficult task for the teachers
but if carefully planned and thought of, may lead to a tremendous
result of narrowing the gap between students from the diverse cultural
background. Gay defines classroom management in a more culturally
sensitive way. According to Gay classroom management

entails

creating and sustaining classroom environments that are personally

comfortable,

racially

and

ethically

inclusive,

and

intellectually

stimulating. (Gay, 2006, cited in Tsioumis Kostis, Penderi Efthymia,

2009). Gay(2006) further elaborated

the underlying causes for the

problems which teachers normally face in classrooms with a culturally

diverse groups of students.

Some of these are cultural conflicts,

misunderstandings and inconsistencies between the behavourial

norms of schools and the cultural socialization of ethically diverse
students (Gay, 2006, cited in

Tsioumis, K. et. al., 2009). Teachers

should therefore obtain informations about students socio-cultural

background, understand the students cultural practices and carefully
explain new expectations to them. In fact, there has been evidence
showing that teaching that is responsive to student diversity can have
37

very positive impact on low and high achievers at the same time. For
example, cultural understanding may vary with respect to punctuality,
school attendance, values, privacy and public behaviour. By doing
so, teachers should be able to assist in creating a culture friendly
teaching and learning environment and ensure a disciplined
classroom management among students from diverse socio-cultural
background.
iv) Teachers expectations teachers must avoid expecting highly for a
certain group of students from a particular socio- cultural group and
looking down upon others.

Studies have shown that there is a

correlation between teachers expectation and students level of

achievement.

Thus, teachers must help students from all races,

ethnic groups and gender equally without being biased to any group
or individual students. Nowadays students are very observant and
thus teachers have to pay attention to students who are weak as
much as they do to students whom they expect would excel in their
studies. Students would very much appreciate teachers who do that
and would show greater respect towards their teachers.
v) Resources - teachers must plan and use teaching learning resources which
are appropriate and avoid the sensitivity of the different socio-cultural
groups.

This means, teachers have to understand the students socio-

cultural background and must be able to recognize and celebrate differences

because several findings have indicated that there is a strong correlation
between students academic achievement and teachers level of sociocultural understanding.

The appropriate use of teaching resources will

enable students from the diverse socio-cultural background to connect with

the content of the lesson. Thus, teachers must identify, evaluate, adapt and
develop materials appropriate to the needs of students from the diverse
socio-cultural background.

38

Indeed, teachers have to continuously put in effort to move toward just,

unbiased and effective teaching in order to create a conducive multicultural
classroom.

This certainly needs considerable time and energy. It will not

happen instantly but requires conscious effort and reflective thought all along
the teaching profession.

Finally, as teachers, you need to know what

makes your students tick by interacting with them and their parents to find
the right strategies and procedures that work, says Arth(cited from John
Franklin, 2005). You also have to care about what you're doingbecause
the bottom line is that the teacher makes the difference.(John Franklin,
2005)
3.2.2 Students
In Malaysia, most of the schools consist of pupils from different races,
ethnics, religion and cultural groups. Students from different backgrounds
portray different ways of thinking, learning and communicating. What are the
implications of having students from diverse socio-cultural background in the
classroom on the teaching and learning process? Noriati et.al(2011) viewed

this from the following perspectives:

i) Indiviual difference
ii) Ethnic group
iii) Social class
iv) Urban vs rural
v) Thinking and learning styles
vi) Gender

39

Stop and Reflect

Teachers behaviour is said to leave an impact on students learning. Relate
this with your experience.
Discuss in your group the positive and negative impact of teachers
behaviour towards students from the diverse socio-cultural background.

Students from the diverse socio-cultural background who learn to work and
play collaboratively with classmates from various cultures are better
prepared for the world they face nowand the world they will face in the
future (Marietta Saravia-Shore, n.d.). Indeed, learning in a classroom with
diverse socio-cultural groups is good for everyone in the classroom. This is
because, it gives students enriching experiences culturally and linguistically
because they are able to learn from others whose experiences and beliefs
are different than theirs. Another reason is that, now that students are living
in a world that is practically becoming smaller everyday, it is certain that
when students leave the classroom one day and live in the challenging
world, they will meet and will have to interact with people from all walks of life
from a wide variety of socio-cultural background. Learning in a multicultural
classroom is a useful preparation for the students. This experience make
the students become more accepting and to a certain extent more
accomodating with each other and with people who are different from them.
Thus, students get the opportunity to learn to communicate effectively and
respectfully with individuals of varied background. In fact, learning in such
an environment will open up their mind towards others and may then make
them think twice about stereotypes, prejudices, and discriminatory behaviors.
Besides, learning together with students from diverse socio-cultural
background also gives them the opportunity to grow as individuals and as
agents of change. Such encounter provides them with a positive experience
40

which helps them to develop the knowledge regarding other cultures, skills to
interact with different cultural groups, and appreciate other cultural values
thus enabling them to make reflective decisions and implement their
decisions in effective personal and social context.

It also helps them

become good citizens in a pluralistic society like Malaysia.

3.2.3 Schools
Schools play an important role in disseminating the different cultural norms
and practices among students. Even though all public schools in Malaysia
need to abide to the national educational policy, each school may adopt their
own educational style.

As a result of the different educational styles in

handling students from various socio-cultural background, we find that

schools reveal certain characteristics. Among the characteristics are:
i) Teacher-student relationship
ii) Interaction among members of the school community
iii) Time management
iv) Teaching & learning process
v) Uses of resources
According to Noriati et. al.(2011), students from the diverse cultural
background come to school with their own cultural practices and this
influence the socio-cultural environment of the schools. Thus, it is up to the
school administrators to create an appropriate cultural environment in
schools. The failure of many schools to take cross cultural communication
issues into account can contribute to school related problems experienced
by specific groups of children.
Parental involvement may also influence the socio-cultural environment of
the school. Very often, schools involve parents in various activities in the
school such as:
41

i)

program of academic excellence

ii)

sports and games

iii)

co-curricular activities

iv)

community service

v)

activities work together session at school

Among the programs/initiatives implemented by the school administrators

involving parents are:
Parent-Teacher Association Annual General Meeting
Co-curriculum Day and Canteen Day
School Open Day
Forum and Dialogue between parents and teachers in school
Gotong Royong activities in school
Teachers' Day celebration in school
To strengthen friendly relations between the various races of the
school community and parents
Establishing a united school community
Ensure tolerance among all races through the implementation of
relevant activities
Fostering well-being among members of the school community
and parents
To realize the concept of 1 Malaysia

Stop and Reflect

Based on your experience, discuss the socio-cultural environment of
your school. To what extent has the school administrator succeeded in
creating a conducive socio-cultural environment among the school
community?

42

3.2.4 Hidden Curriculum

Hidden curriculum refers to the unwritten, unofficial, and often unintended
lessons, values, and perspectives that students learn in school(The Glossary
of Education Reform, online article, 2012). It is further explained that hidden
curriculum embraces an enormous variety of potential, intellectual, social,
cultural, and environmental factors including the following :
i) Teacher expectations This refers to the academic, social, and
behavioral expectations set by schools and educators which convey
messages to students. For example, a teacher who gives challenging
assignments or tasks and expect students from certain cultural background
or even those identified as high achievers to obtain excellent results in the
assignment or task actually allows the students to feel a sense of success
and learn much more compared to a teacher who gives easy assignments
and routinely grant all students passing grades even when their work do not
reach the expected quality. Teachers adopting low-expectations may
inculcate negative values among students who may just put in minimal effort
to complete the assignment/task and relatively be less interested in the
lessons they are being taught.

Thus, it is the orientation by the teacher

whether to adopt high or low quality teaching and learning practices among
students from diverse socio-cultural backgrounds that actually inculcate
values known as hidden curriculum resulting in the creation of a
distinguished socio-cultural patterns among students.
ii) Cultural values: The values promoted by schools, educators, and peer
groups, such as cliques among the diverse socio-cultural groups, may also
convey hidden messages. For example, some schools may expect and
reward students who conform with the school culture while others accept
nonconformity. This inculcates certain values in the students which may
be positive or negative depending on the way the regulations are being
enforced. School orientation also influences the socio-cultural pattern of the
school community and the inculcation of hidden values may encourage
43

students and other members of the school community to embrace the values
that are accepted explicitly or implicitly thus influencing the socio-cultural
patterns of the school community.
iii) Cultural perspectives: Schools portray unique ways of recognizing,
integrating, or appreciating diversity and multicultural perspectives.

This

may convey both deliberate and undeliberate messages. For example, some
schools may expect all students to speak the official language all the time
and not allowing the use of other languages while other schools, however,
may encourage the use of other languages and celebrate multicultural
diversity. Such school practices influence the socio-cultural patterns of the
school and may lead to students experiencing feelings of either isolation or
inclusion.
iv) Curriculum: The subjects taught in schools may also convey different
ideological, cultural, or ethical messages. For example, teachers are able to
inculcate certain values in the teaching of History for the topic The
Japanese occupation of Malaya. Teachers can either inculcate feelings of
hatred toward the Japanese for the cruelty they have shown during their stay
in this country or teachers can introduce the topic by relating Japan as a
developed country portraying excellent work ethics. Besides, teachers can
also create a feeling of enemity and hatred for the cruelty they have shown
towards the Malays and Chinese during their occupation of Malaya.
However, teachers can also generate a sense of appreciation among
students by emphasising on the progress and achievement of Japan as a
developed country in Asia. Such feelings and values will remain in the
students and will thus influence their perception.
v) Teaching and learning strategies: The way teachers conduct the
teaching and learning process can also convey both intentional and
unintentional messages. Teachers choices of the teaching and learning
strategies actually leave an impact on the students learning and convey
certain messages intrinsically and extrinsically to the students. For example,
44

the use of project-based learning will require students to work with

classmates irrespective of their socio-cultural background.
discuss,

listen

attentively,

participate

actively,

They have to

manage

their

time

appropriately and generally follow all the instructions given. They also learn
certain skills such as critical thinking and problem solving skills and acquire
attributes such as persistence, resourcefulness, and self-motivation. These
are intrinsic values which are not told, but inculcated unconsciously among
students from the diverse socio-cultural background.
vi) School rules: The formal rules in a school may communicate a wide
array of intentional and unintentional messages to students. For example,
the dress code in some schools which allow students to wear certain attire
and ban certain other types of attire (short skirts, tight clothing, low-cut
neckline), and the degree to which these regulations are enforced may
communicate messages to the students on how they should present
themselves physically.

In this case, stricter dress-code policies may

communicate that students will be judged on appearances both inside and

out of schools. Generally the school rules create an atmosphere in the
school that makes anyone walking into the school feel it immediately as to
whether it is an excellent school or otherwise. Everyone in the school knows
who they are, why they are there and treat each other with respect.
Thus, hidden curriculum is, by nature, hidden, which means that many of its
lessons and messages are difficult to perceive or acknowledge. It is said to
be hidden because teachers or schools impart values which are not written
in any of the syllabus or curriculum guide document but it is imparted in a
subtle manner. In fact, hidden curriculum is taught indirectly when teachers
teach the planned curriculum. Elements and moral values acquired through
extra-curricular activities are regarded as hidden curriculum. This shows that
the hidden curriculum will indirectly help the overall potential of pupils in the
school as stated in the National Philosophy of Education.

45

Summary
This topic discusses important aspects such as:
Concept of socio-cultural diversity in the school community - sociocultural
diversity is defined as race, class, ability, different learning styles and
conditions, ethnicity, age, gender, sexual orientation, religion, nationality
and other dimensions that make up the identity of the individual student
and its impact on his or her learning experience(E-Forum Discussion
Paper, 2011).
Among the issues involved in dealing with students from the diverse
socio-cultural groups are tolerance, respect, conflicts, attitude and
understanding. The cooperation of teachers, school administrators and
the Teacher-Parent Association is very much needed in order to address
these issues.
Creating a culture friendly environment will need the attention and action
of teachers. Among the roles are:
o Teach with dedication and professionalism without differentiating the
students races or social classes.
Students must be given equal
treatment.
o Allow students to mingle freely and do not place students from the
same race or cultural background into the same group.
o Use a variety of teaching and learning methods in line with students
level of achievement and interest, for example teacher can use
cooperative learning strategies which encourage students interaction
among diverse social and ethnic groups.
o Arouse their mind by giving them motivation, smile, humour and
praises besides giving them general reprimands but not nagging.
o Show respect to all students irrespective of their socio-cultural
background and encourage students to learn to respect each other.
o Encourage the use of a common language during the teaching and
learning process.
o Teacher should be a role model for students from diverse sociocultural groups to emulate and serve as a good example in the
classroom.
Among the ways to create a culture friendly environment in the school
community are:

46

o Make it compulsory for all students of diverse groups regardless of

social class to become members of various societies. Avoid the
participation of students from the same socio-cultural group to be
members of the same society to avoid prejudices against other races.
o Formation of working committees should ensure the participation of
students, teachers and support staff from diverse socio-cultural
groups so that they can work together and learn to understand and
respect each other.
o Encourage all members of the school community from the diverse
social groups to use a common language, that is the official language
to avoid misunderstanding among each other.
o School should provide a social setting that enables students from
diverse social groups to learn ways in dealing with socio-cultural
differences.
The discussion on the implications of diverse socio-cultural diversities
covers the following aspects: - teachers, students, school and hidden
curriculum.
o Teachers : several related points discussed are teachers should treat
students fairly, selection of teaching strategies, classroom
management, teachers expectation and teaching and learning
resources.
o Students - discussion on the implications of having students from
diverse socio-cultural background in the classroom is based on
individual difference, ethnic group, social class, urban vs rural,
thinking and learning styles, gender
o School: As a result of the different educational styles in handling
students from various socio-cultural background, we find that schools
reveal certain characteristics. Among the characteristics are teacherstudent relationship, interaction among members of the school
community, time management, teaching & learning process and the
uses of resources.
o Hidden curriculum: Hidden curriculum refers to the unwritten,
unofficial, and often unintended lessons, values, and perspectives that
students learn in school(The Glossary of Education Reform, online
article, 2012). It is further explained that hidden curriculum embraces
an enormous variety of potential, intellectual, social, cultural, and
environmental factors including teacher expectation, cultural values,
cultural perspective, curriculum, teaching & learning strategies and
school rules.

47

References:

Brenda Smith Myles Autism Society, (2009) Making Sense of the Hidden
Curriculum. Retrieved from
http://www.education.com/reference/article/hidden-curriculum-schoolasperger/
E-Forum 2011 Discussion Paper Socio-Cultural & Curriculum. Retrieved from
http://www.ibe.unesco.org/fileadmin/user_upload/COPs/News_documents/
2011/E-Forum/ENG_E-Forum_2011_Discussion_Paper_SocioCultural_Diversity_and_Curriculum.pdf
Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of
education reform. Retrieved from http://edglossary.org/hidden-curriculum
Hidden curriculum: Description of the term hidden curriculum. Retreived
from http://www.kdp.org/images/jackson.jpeg.
John Franklin(2005). Managing the Multicultural Classroom. May 2005 | Volume
47 | Number 5, Promoting Diverse Leadership, Effective Learning
Communities Are Built on Understanding.
Retrieved from
http://www.ascd.org/publications/newsletters/educationupdate/may05/vol47/num05/Managing-the-Multicultural-Classroom.aspx
Marietta Saravia-Shore(n.d) Educating Everybody's Children: Diverse Teaching
Strategies for Diverse Learners, Revised and Expanded 2nd Edition.
Edited by Robert W.Cole(n.d).Retrieved from
http://www.ascd.org/publications/books/107003/chapters/diverse-teachingstrategies-for-diverse-learners.aspx
Monica A. Devanas(n.d). Cultural Diversity and its Effects on Learning and
Teaching.Teaching Excellence Center Rutgers University. Retrieved from
https://ctaar.rutgers.edu/presentations/facdev/MCCfacdevday.ppt
Teachers working in culturally diverse classrooms: implications for the
development of professional standards and for teaching education

(n.d)
http://www98.griffith.edu.au/dspace/bitstream/handle/10072/23079/50309_
1.pdf?sequence=1
Najeemah Mohd Yusof.(n.d). Multicultural Education:Managing Diversity in
Malaysian schools. USM
Race, Ethnicity and culture: Cultural Expectation and Students learning.
Retrieved from http://www.answers.com/topic/race-ethnicity-and cultural
expectations- and-student-learning
Tsioumis Kostis, Penderi Efthymia( 2009). Responsive Classroom Management
in a
Multicultural School Context. Retrieved from
http://gerflint.fr/Base/SE_europeen2/tsioumis.pdf

48

TOPIC 4 INEQUALITY OF EDUCATIONAL OPPORTUNITY

Synopsis:
This topic explains the concept of inequality of educational opportunities,
the elements of social class, gender, minority groups and pupils with special
needs. It also focuses on the issues of inequality of educational opportunities
with regards to the aborigines, indigenous groups, people from the interior
areas and pupils with special needs.
Learning Outcomes:
1. Explain the concept of inequality of educational opportunities.
2. Identify elements that generate inequality of educational opportunities.
3. Analyze the issues of inequality of educational opportunities with regards
to the Aborigines, indigenous, people from the interior areas and pupils
with special needs

Inequality of Educational

Inequality of
Educational

Social

Elements of Inequality
in Educational

Gender

Minority Groups

Issues of Inequality in
Educational Opportunities
for Orang Asli, indigenous
and rural students

Students with
Special Needs

Figure 4.1 : Inequality of Educational Opportunity(Cited from Noriati et. al.( 2011)

49

Introduction
Inequality in educational opportunities has been discussed in the early years
and this has sparked off many studies related to effects of schools, influence
of socioeconomic status on the inequality of race and ethnic groups towards
academic achievement. Coleman Report (1966) documented the low
performance among minority groups and poor children is due to the lack of
teaching resources in their schools. The report found many differences
among schools not in terms of learning resources but in terms of the impact
of students family background. Thus, one of the ways to reduce the gap
between the students from the majority group with the rest of the population
is to increase the equality of educational opportunity regardless of gender
and race. Therefore, the Ministry of Education Malaysia has been working to
improve the situation in order to close the gap between populations, in order
to increase the quality of education.(Noriati et.al, 2011). The implementation
of the New Economic Policy (1970 to 1990), for example, which aims to
strengthen national unity introduced many educational programs which were
designed to bridge the gap in educational opportunities between the rich and
the poor, different regions and communities through the development of
resources and facilities(Noriati et.al, 2011) This is one of the ways to balance
the educational opportunities in Malaysia.
4.1

Concept Inequality of Educational Opportunity

The concept of inequality can be defined as views, thoughts and beliefs that
there is a distinction between members or other ethnic groups from various
aspects such as facilities, equipment, career opportunities and so on(Noriati
et. al. 2011). Inequality of educational opportunity refers to a situation where
access to education is not evenly distributed to all the population because of
certain factors. In the Malaysian context, educational inequality may be due
to several factors such as the location of the school, students background,
socioeconomic status, academic achievement, students interest, the

chances of survival, socialization and language differences.(Noriati et.al,

2011)
4.2

Elements That Generate Inequality Of Educational Opportunity

4.2.1 Social Class

A social class is a group of people of similar status, commonly sharing
comparable levels of power and wealth. In sociology, social class is
described as one form of social stratification. In addition, sociologists define
social class as the grouping of people by occupations for example,
professions like doctors, lawyers and university teachers. The various
positions represent different levels of power, influence and money(Barrow,
2012). On the other hand, Meighan (1986, cited in Noriati et.al, 2011)
explains that no matter how it is defined, it still represents the diversity of
lifestyle or income. Social class can be classified as upper class, middle
class and lower class. Capitalist society divides social class into two groups
that is bourgeoisie and proletariat (Karl Marx, n.d.). Bourgeoisie is a class
that has a source of production, distribution and exchange while the
proletariat is the class that does not have the above but serve as labour only.
With regard to economic aspects, job is very important because it gives
financial reward, stability and benefits such as health care. Many sociologists
suggest five social classes such as Max Weber (Wikipedia, 2010) that is the
upper class or the rich and corporate. The second group is the group of
upper middle-educated, professional and a good hold in the organization.
The third group is the middle lower which consists of high school graduates
and holders of certificates and diplomas. The fourth group consists of the
working class or blue-collar workers who are holders of Malaysian Certificate
of Education and Lower Secondary Assessment. Most of them work in
factories and restaurants. The final group is the lowest group who possess
very low qualification and has never received any formal education.
51

Such stratification of the social class also exist in the Malaysian society.
Based on the Economic Planning Unit (2001), the low-income people of
Malaysia are those earning below RM1500 to RM3500, while those with high
incomes get RM3500 and above.(as cited in Noriati, et.al, 2011). Based on
these social class, inequality of educational opportunities exist because the
high-income elite have the financial capacity to enjoy access to a variety of
educational options and opportunities available, whether within or outside the
country. They are capable of meeting all the requirements related to the
education of their children. Students belonging to this group are taken care
of in terms of health whereby they get balanced nutrition and supplements to
upgrade their intelligence and also other facilities that the low-income
students are deprived of. In fact, access to education is limited among the
lower classes because they do not have a strong financial base to fund their
children's education abroad or in private college.
According to Noriati et. al.(2011) another obvious gap is in terms of
information and communication technology whereby students from the highincome elite are being provided with various types of equipment such as
computers, sophisticated software, i-pod and i-phone thus allowing the
children to access information and material assistance of virtual learning
easily and quickly . On the other hand the lower group are not able to enjoy
unrestricted access to information as a result of the ability to supply
equipment and internet access to their children. This is closely related to
educational opportunity, whereby access through the internet can provide a
borderless world for students from high social class compared to lower class
group who are deprived of all the facilities.(Noriati et.al, 2011)
4.2.2 Gender
In most countries the gender gap still exists significantly. For example,
almost 81% female registered in the primary schools compared to 86% male.
In Cambodia, access to secondary school were 19% for female and 30% for
52

male, while in Papua New Guinea, a total of 21% female and 27% male
(UNGEI, 2007, as cited in Noriati et. al, 2011). However, women are not
necessarily disadvantaged in all areas. In countries such as the Philippines,
Mongolia and Malaysia, the number of boys who go to secondary school are
less than girls. One of the main reasons is that boys end their formal
education and work full-time to increase family incomes. For example, 65%
of girls attend secondary school compared with 54% of men in these
countries (UNGEI, 2007, as cited in Noriati et. al, 2011).
The information provided shows that gender inequality is obvious not only in
Malaysia but in almost every culture and society all around the world. This is
perhaps due to the different dimensions of viewpoints held by the different
societies from different cultural background from different countries regarding
the importance of education. In some countries, for instance, we find that
males are given more priority in the society, with females being highly
dominated by the males. In fact, major religions of the world have assigned
different social responsibilities to men and women and it becomes a
characteristic of the entire social system leading to unequal distribution of
power, prestige and property. Thus, gender inequality affects every aspect of
each culture and society one of the most obvious impact being educational
inequality among different genders. In the teaching profession, for example,
gender inequality has long been a phenomenon. It has to be noted that
gender inequality leaves an impact on both males and females and the
progress of the country as a whole. Thus, to have an adequate solution of
this issue of gender inequality in educational opportunities, we have to
recognise the basic problems of gender inequality in our Malaysian culture.

Stop and Reflect

Based on your experience,to what extent does inequality of
educational opportunities occur in the Malaysian classroom with
regards to gender issues? Discuss and share with your friends.
53

4.2.3. Minority Group

Minority group refers to a small group of people of the same race, religion,
culture and so on living in a place that the majority of the inhabitants of
different race, religion, etc. (Kamus Dewan, 2007 as cited in Noriati et.al,
2011). In Malaysia, Malay is the majority group while other groups such as
Chinese, Indian, Kadazan, Iban, Bidayuh and other ethnic groups are the
minorities.
The Aborigines or the Orang Asli are considered a minority group in
Malaysia as they numbered 105,000 in 1997 representing a mere 0.5 per
cent of the national population and they stay in rural and remote areas where
they seem to be marginalized in most aspects(Collin, 1998). In addition, they
had a distinct feature of the physical, cultural, economic and behavior that
caused them to lag behind the mainstream despite the efforts taken by the
Ministry of Education to bridge the gap between the minority and the majority
groups especially in providing equality of educational opportunities.
Other minority groups such as the indigenous groups in Sabah and Sarawak
also faced the issue of inequality of educational opportunities as a result of
their location in the interior parts of Sabah and Sarawak. These places are
deprived of basic amenities such as clean water, electricity, communication
and transportation, infrastructure, and basic facilities in schools. These
factors contribute to high dropout rates, wide student achievement gap as
compared with the majority group.

Besides, the digital gap amongst

students and teachers are too wide.

In addition, minority groups also exist in a particular school in the locality. For
example, in national-type Chinese School, there may exist a minority group
of Malays and Indians. Similarly, at the National type schools, the minority
group consists of Chinese, Indians and other ethnic groups. In such
54

circumstances, the school should be aware and concerned about the way of
life and culture of a particular race which form the minority groups and make
sure that they are not marginalized in terms of the educational opportunities
available. They should also be given equal opportunity to achieve their goals.
Furthermore, teachers should be able to adjust and adapt the existing
curriculum to suit all students, regardless of race, religion and culture.

Stop and Reflect

To what extent does inequality of educational opportunities occur in a
class where there is minority groups? Discuss the ways a teacher
can assist in providing equal educational opportunities in a Malaysian
classroom? Share with your friends.

4.2.4 Exceptional Students (Groups with Special Needs)

Groups of children with special needs (intellectually, physically, or
emotionally and socially) are considered special because parents and
teachers focus more attention to them than normal students. Among them
are students with autism, down syndrome, dyslexia, learning difficulties,
delayed development of cerebral palsy, hearing and visual impairments,
gifted, behavioral disorders and others. This group should be given special
educational needs.
Inequalities in educational opportunities for this group exist where there is a
lack of opportunities for them to learn. However, now the disabled have
access to education at the primary, secondary and university level. For
example, Primary School (St. Nicholas) in Penang and Princess Elizabeth
School in Johor Bahru, are the two earliest primary schools which provide
education for children with visual disabilities, respectively in 1926 and 1949
(Wong Huey Siew and Sandiyao Sebestian, 2002; as cited in Noriati et.al,
2011).
55

Before independence, the government was not directly involved in providing

educational facilities for the students with special needs because this
responsibility was shouldered by voluntary organizations. Inequality of
educational opportunity is very significant because the focus was on normal
pupils (Noriati et. al, 2011). In fact, according to Noraini Salleh (1995, as
cited in Noriati et. al, 2011) before the year 1960, the community of students
with special needs in our country was provided with education at the primary
level only. They did not have the opportunity to continue their studies at the
secondary school level in the period between 1949 until 1962. However, in
1962 the group has been awarded with the opportunity to continue their
education in secondary schools.
Since after independence, the government began to play an active role in the
education of students with special needs by providing the basic needs of
exceptional students.

In the Education Act 1961, for example, the

government recognizes that the special needs children have the right to
attend formal schooling. In fact, the Cabinet Committee Report (1979) also
noted many changes made to the development of special education in the
country. Among other things, all children with special needs should be
provided with facilities and services of high quality.
Today, Special Education Schools (SMS) are available for students with
special needs so that they can be independent and contribute to the country.
Among the initiative taken by the Ministry of Education Special Education
Unit is integrating the inclusive approach in regular schools. This is in line
with the international aspiration that is to provide education for all (Education
For All). In addition, among other ways of narrowing the gap of inequality of
educational opportunities among the special needs students are as follows:
School physical facilities and special needs equipment to be modified
according to the degree and type of disability. Among them are sports
equipment, science laboratory, information and communication
technology and computer lab.

56

 Expertise of special education teachers, where teachers are specially

trained to educate students with special needs in order to address
student learning problems.
Use appropriate curriculum for special needs students. This is related
to the formation and construction of individual lesson plans for specific
students.
Generally, the Ministry of Education has been working to bridge the gap of
inequality of educational opportunity for special needs children. For example
our government has implemented Special Education Program Integration,
inclusive classroom, and Special Education School. In addition, early
intervention programs like KIA2M and special rehabilitation program can also
help to address the problems faced by students with special needs since in
the early stages of schooling.

Stop and Reflect

Children with special needs in the past have been deprived of
educational opportunities. Discuss some of the opportunities
created by the Ministry of Education in helping to reduce the
inequality of educational opportunities among students with
special needs. Share with your friends.

4.3

Issues On Inequality Of Educational Opportunities

4.3.1 Aboriginal Students (Orang Asli)

The Orang Asli are the indigenous people of Peninsular Malaysia. The name
is a Malay term which means 'original peoples' or 'first peoples.' It is a
collective term introduced by anthropologists and administrators for the 18
sub-ethnic groups generally classified as Negrito, Senoi and Proto-Malay.
They numbered 105,000 in 1997 representing a mere 0.5 per cent of the
57

national population.(Nicholas,1997).

According to Nicholas (2006) Orang

Asli are not a homogeneous race, which means that they have diverse
cultures, traditions and ways of living, beliefs, and languages.
Generally, majority of their economy is still based on subsistence agriculture
and nature whereas the academic achievement of the Orang Asli students is
very low as compared to other ethnic groups in Malaysia. High dropout rate
is another pertinent issue among the Orang Asli. In addition, very few show
high performance because there is a lack of interest and healthy competition
in terms of educational progress among the Orang Asli society. According to
Noriati et. al (2011), the lack of interest in learning among Orang Asli

is

related to their general characteristics. In general, the Orang Asli are

humble, shy, passive, and do not like being forced to do something,
sensitive, enjoy freedom of movement, prefer physical activity and prefer to
work in groups. In addition, the Orang Asli were less mentally resilient and
have a short memory. Therefore, they are easily bored and tend to lose
interest in learning. .Besides, many Orang Asli parents are poor and thus
they are unable to provide a good learning environment and well-balanced
meals for their children. In addition, there are also parents who are illiterate
and could not provide guidance to their children in their studies. Some of
them are also not able to see the relationship between education and daily
life. Thus, they fail to appreciate the importance of education because of the
lack of exposure and perhaps due to their awareness about the importance
of education which is still at a low level. For example, according to a teacher
from the Mah Meri in Selangor state, a major cause of absence from school,
low school enrollment and high dropout rates is due to the attitude of the
aborigine parents who did not care (Nadchatram, 2007, as cited in Noriati et
al,2011). When their daughter was 10 or 11 years, they were asked to stay
at home to take care of their brothers and doing housework, while boys will
follow their fathers into the sea to catch fish. Thus the children do not attend
school because they need to help families make a living.

58

In terms of schooling system, the Orang Asli follow the same curriculum as
mainstream. Thus, the lessons are taught in the national language and not in
their native language. This makes it difficult for them to understand the
lessons taught as they felt that the curriculum is not relevant or useful to their
lives. Based on several observations, many of the Orang Asli place
importance on the events in the village and the life style that gives ample of
freedom to their children. This is because the Orang Asli do not like to be
bound by routines. Therefore, teaching and learning become very difficult if
students do not adhere to classroom routines. This means, without effective
classroom management, the teaching and learning process become very
difficult for the teachers.
Based on the informations discussed, it is evident that several factors have
deprived the Orang Asli from educational opportunities and although the
attitudinal issue among the Orang Asli may not be representative of the
whole community, issues of inequality of educational opportunities among
the Orang Asli students exist.

Realising this, the government has

implemented several strategies in order to narrow the gap of educational

inequality among the Orang Asli and the majority of the population so that
progress can be achieved.
Library Research:
Read on inequality of educational opportunities for the
Orang Asli. Try to explore as many strategies

the

Ministry of Education has undertaken to try to balance

up the inequality.
4.3.2. Indigenous People
According to Kamus Dewan (2007) indigenous people refers to as original
'natives' or peribumi. It is a general term used to refer to all human groups
that are considered to be the original inhabitants of Malaysia. Hassan Mat
Nor (1998) has defined indigenous people according to the classification of
59

indigenous law, where there are two groups of indigenous people in

Malaysia. Hassan Mat Nor (1998) classified the two groups of people as
Bumiputeras from the Malay Peninsula namely Malay, Iban, Bidayuh, Kayan,
Kenyah, Kelabit, Melanau, Penan and other natives in Sarawak, while the
other group comprises Malay, Kadazan, Dusun, Bajau, from Sabah.
Ethnic groups in Sabah consists of the largest group which is the KadazanDusun. Kadazan groups who live in the valley engaged traditionally in rice
farming, while the Dusun ethnic live in the mountainous interiors of Sabah.
The second largest ethnic group in Sabah is originally the descendants of
the Bajau seafarers. Some of them chose to leave their sea-faring ways to
become farmers and cattle-breeders. The Murut groups occupy the interiors
of Borneo. They were the last of Sabah's ethnic groups to renounce
headhunting and they are now growers of upland rice, while using a
blowpipe to hunt and to fish.
Based on the discussion related to where some of these indigenous groups
live, generally indigenous groups are mostly found deep in the interior,
especially in Sabah and Sarawak. Because the location of their residence
are in the remote areas, some of the indigenous communities are less
susceptible to the changes in the field of education. They are still bound to
be practising traditional way of life and culture and receive less little changes
which are sweeping the world of education(Noriati et. al.,2011).
Based on the informations on the various indigenous groups, inequality of
educational opportunities exist among indigenous groups in terms of
students achievement gap and the digital divide due to the location of
houses, community background and socioeconomic status. Inadequate basic
facilities and poor infrastructure in the rural areas are the key factors which
contribute to why indigenous groups lag behind in terms of education. In

60

addition, they live far away and are isolated from schools and poor
communication systems lead to high dropout rates.
Although the national education system was introduced to Orang Asli and
indigenous communities since the 1960s, it was found that the number of
people who have succeeded in education is still very small. About 62% of
them dropped out and did not finish school at the primary level. As a result,
indigenous student achievement is low and the Ministry of Education (2001)
has identified two main causes which is low student motivation, and lack of
interest in school(Noriati et. al., 2011).
Thus, various measures were taken to ensure equalities in educational
opportunities among the indigenous groups with the majority of the
population.

Among other things, the implementation of adult classes for

parents started in 2008 in order to reduce the rate of illiteracy in the

community. Awareness of the importance of education is hoped to help them
encourage their children to learn and subsequently close the achievement
gap of students and thus narrow the gap of educational inequality.
4.3.3. People From Interior Areas
Rural communities, especially in the remote areas face issues on the
inequality of educational opportunities because there are schools that do not
have basic amenities. For example, according to the Ministry of Education
(2001, cited in Noriati et. al.,2011). 20.6% of primary schools have no
telephone lines, 86.6% do not have a fax machine, 7.3% do not have access
to electricity and 24.8% did not receive public piped water. Besides, shortage
of trained teachers for primary schools remains an issue in remote and rural
areas. Among them are shortage of teachers in critical areas such as
science, mathematics and English; lack of qualified teachers for special
education; lack of qualified male teachers also hindered the implementation
of co-curriucular activities. It has also been recorded that there are still a
number of untrained teachers (GSTT) in rural schools.(Noriati et. al,2011).
61

Secondary schools which are located in the interior areas depend solely on
the government for school supplies. This was due to socio-economic
background of parents who are unable to help the school as compared to
urban schools where high-income parents can contribute to the welfare of
the school. As primary school, secondary schools in the interior also lack
teachers. Most schools in the interior get less experienced teachers and
teachers with no training. In addition, the transfer rate is higher than the
school teachers of the urban areas. It is also an issue and a challenge to the
Ministry of Education to provide adequately trained and experienced
teachers, especially in critical subjects based on the target to achieve 100%
of graduate teachers in secondary schools by 2010 (MOE, 2001).
Thus, education gap that exists in schools between the different locations,
socioeconomic status and ability of students in the interior areas are issues
that need to be addressed by the Ministry of Education. Besides, physical
facilities in terms of infrastructure is also needed to bridge the education gap
between rural and urban schools. It is necessary to reduce dropout rates
and stimulate higher participation among rural students. Realising the
disparity, the Ministry of Education has taken an effort to increase the
number of teachers based on option in order to ensure that all schools in the
interior are provided equal educational opportunities for students from
diverse backgrounds, interests and potential.
Another issue which contributes to the inequality of educational opportunities
in the interior is the digital divide, namely the existence of differences in
terms of access to wireless information and communications technology
(ICT) in the interior areas and the proficiency in ICT among students and
teachers. Lack of infrastructure and basic facilities such as electricity and
telephone lines will hinder telecommunication networks such as the
Bestarinet to be accessible to remote schools.
62

Another issue that needs to be addressed are those

problem

faced by

Schools wih low student population (Sekolah Kurang Murid-SKM). In the

year 2000 there were 2.235 SKM schools, namely 723 in Sarawak, 364 in
Sabah and 1,148 units in Peninsular Malaysia (MOE, 2001, cited in Noriati,
et. al. 2001). Most of these schools have poor school buildings and lack of
basic necessities for learning. In addition, students who live in remote areas
have problems with communication and transport between their houses to
school and some students either do not attend school or come late to school.
This leads to high dropout rates in such schools.
Finally, the lack of motivation to learn and lack of competition due to the
small class size has created a gap in students achievement. This is because
of the low socioeconomic status and low-income parents who are not able to
provide basic necessities for their children. In addition, the lack of interest
among students to learn is because their parents do not emphasize the
importance of education.
As such, with all these issues in the interior areas, educational inequality
becomes pertinent and somehow, the government, sensitive to all these
needs have in fact been taking endless effort to address this issue of
educational inequality.
Summary:
This topic discusses the following aspects:

The concept of inequality can be defined as views, thoughts and

beliefs that there is a distinction between members or other ethnic
groups from various aspects such as facilities, equipment, career
opportunities and so on(Noriati et. al. 2011). Inequality of educational

63

opportunity refers to a situation where access to education is not evenly

distributed to all the population because of certain factors.

Discuss elements that generate inequal of educational opportunities social

class, gender, minority groups and students with special needs.

Analyze the issues of inequality of educational opportunities among the:

o aborigines(Orang Asli)
o indegenous groups
o people from the interior areas.

Among

the effort

undertaken to

reduce inequality

of educational

opportunities are:
o measures to increase the participation rate of primary school
students
o enhancing teacher quality
o school improvement regardless of the location
o providing basic facilities like infrastructure, power supply,
roads and basic amenities
o improving the quality of teaching and learning through the
integration of information technology and communication.
References
Here is the list of readings you can read further
Collin Nicholas.(1998). The Orang Asli of Peninsular Malaysia.
Retrieved from : http://www.magickriver.net/oa.htm
Kamarulzaman Kamaruddin & Osman Jusoh.(2008). Educational
Policy and Opportunities of Orang Asli: A Study on Indigenious
People in Malaysia.The Journal of Human Resource and Adult
Learning Vol. 4, Num. 1, June 2008.
Nicholas, C. (2005) Integration and Modernization of the Orang Asli:
The impact on culture
and identity, Paper presented at theIst
International Conference on the Indigenous People organized by
the Centre for Malaysian Pribumi Studies,University of Malaya,
Ministry of Culture, Arts & Heritage, Department of Museum &
Antiquities and the Department of Orang Asli Affairs, 4 - 5 July
2005, Kuala Lumpur.

64

Nicholas, C. (2006) The State of Orang Asli Education and its

Problems. consultancy report presented at Human Rights
Commission of Malaysia (SUHAKAM). 21 July 2006.
Kuala Lumpur.
Noriati, A,R., Boon,P.Y., Sharifah Fakhriah & Zuraidah A.M. (2011).
Budaya dan pembelajaran. Shah Alam: Oxford Fajar Sdn Bhd.
Sarawak Culture PELAH HAWA Traditional Kayan Wedding, Pustaka
Negeri Sarawak, 2009. Retrieved from http://www.pustakasarawak.com/Pustaka-Sarawak/Sarawakian a/pelahhawa/orang ulu
kayan.html
Zainah Anwar.( 2011). Archives: Closing the Gender Gap. Retrieved
fromhttp://www.thestar.com.my/story/?file=%2f2011%2f3%2f13%2ff
ocus%2f8238733 &sec=focus

65

CREATING A CULTURE - FRIENDLY

CLASSROOM ENVIRONMENT

TOPIC 5
Synopsis:

The purpose of this module is to give exposure to students on several topics

in creating a conducive classroom environment for the diverse ethnic groups.
It covers the following topics:

Managing physical environment

Managing socio-emotional environment

Relationships among ethnics

Managing teaching and learning

Cultural and Pribumi/indigenous relevant pedagogy

Pedagogy for combined classes

Sociolinguistic

Culturally responsive assessment

Learning Outcomes:
1. Explain the concept, purpose and the physical components in the
management of a culture-friendly classroom environment.
2. Explain the concept, development and management of socioemotional atmosphere in a multicultural classroom.
3. Explain the relationships among ethnic groups.
4. Explain concepts, features and important aspects of the management
of teaching and learning.
5. Discuss

concepts,

purposes, characteristics,

teaching

learning

methods and techniques of Pribumi/indigenous relevant pedagogy.

6. Describes the concepts, features and importance of combined classes.
7. Explain the concept, development and management of socio-linguistic
aspect in a multicultural classroom.
8. Defining the concept of culturally responsive assessment.
66

5.1 Managing Physical Classroom Environment

Try to reflect on the physical environment of your classroom.

Why do

teachers have to organize the classroom in such a way? What are the
elements that should be considered when you want to organize your
classroom so as to optimize learning and create a culture-friendly
environment? Certainly you are able to answer these questions based on
your experience as a teacher and you will realize that there is no one right
answer to these questions.

However, we can enrich our experience by

getting a more indepth understanding regarding the physical characteristics

of the classroom in order to create a conducive teaching and learning
environment in the classroom with students of diverse ethnic groups. This is
because research on the classroom environment has shown that the
physical arrangement can affect the behavior of both students and teachers
(Savvage, 1999, cited in Modul PGSR, 2010).
5.1.1 Management of Physical Environment : Concept and Purpose
Understanding the concept of physical setting of the classroom in creating a
culture-friendly environment is vital in the teaching and learning process
especially in a challenging era involving students from different ethnic
groups. Physical management concepts do not only involve its infrastructure
and physical facilities, but also includes the management of the physical
environment of the classroom in creating a conducive learning climate for
students from various cultural and social backgrounds.
There may be varying views regarding the meaning and purpose of physical
environment. Fred Steele (1973, cited in Modul PGSR, 2010) mentioned
that "the effects of physical settings in a classroom is a setting for social
interaction, symbolic identification, growth, security, shelter and pleasure".
This view is supported by Lambert (1994, cited in Modul PGSR, 2010) who
stated that aspects of the physical environment as to who and where
students sit can help in the interaction between students from different
67

lingustic and cultural backgrounds. Teachers hold a great responsibility in

designing the physical arrangement of the classroom in order to create a
conducive and culture friendly environment.
5.1.2 Physical Components in the Management of a Culture-Friendly
Classroom Environment.
There are some basic physical criteria needed to create a culture friendly
environment in a classroom. Some of the criteria that a teacher should give
considerations are:
i. The arrangement of tables and chairs suitable for students and can be
modified according to the needs of the activity.
ii. Have good lighting and ventilation.
iii. Creating a cheerful classroom environment
iv. Safety guaranteed such as fire plans and fire extinguishers.
v. Reading/learning/Multimedia corners

Activity
A classroom which is physically culture-friendly may stimulate
studentslearning effectively.
1. Draw a floor plan of a classroom which you think is
culture-friendly. Explain
2. Based on your readings and discussion with members of
your group, answer the following questions.
List down the physical characteristics of a classroom which is culture friendly.
1.
2.
3.
4.
5.

68

i. The arrangement of tables and chairs

Literature review indicates that there is no fixed way of the arrangement of
tables and chairs in the classroom. However, if the teacher hopes to create
a culture friendly physical setting, there are several considerations that
he/she needs to focus. Some of these considerations are:
The sitting arrangement must ensure a fair distribution of students
from the various ethnic groups so that students from the same ethnic
groups are not clustered together.
During group discussion, make sure that each group comprises of
students from the various ethnic groups so as to allow students to
mingle and work together and understand each other better.
Flexibility in the sitting arrangement so that students are able to get to
know each other and not just attached with the same friends of the
same ethnic group all the time.
ii. Have good lighting and ventilation.
This is vital in ensuring a condusive teaching learning environment.
Besides this, teachers should also consider creating a culture friendly
environment. How can a teacher do this? The teacher can assign
students to perform their duties in order to make sure that the doors
and windows/curtains are open/close early in the morning to ensure
good lighting and ventilation.

This task is given on daily basis to

students from different ethnic groups so that they can work together.
This way, students from different ethnic groups learn to work and
collaborate with each other.
iii. Creating a cheerful classroom environment.

Teachers can also set task for students from different ethnic groups to
create a cheerful classroom environment by painting the walls, putting up
curtains and painting murals. These are some of the ways which can help
students mingle around and cooperate with each other in an informal setting
and this way they learn to understand each other better. Teachers can also

69

choose the themes of the mural based on the celebrations of the different
ethnic groups. Planning and preparing such activity allows students to
understand each others culture and promote unity among them.
iv. Reading/learning/Multimedia corners

Many teachers prefer to create different learning areas for the

students within the classroom. For example, a classroom might
feature a reading corner, a quiet learning/working area for individuals
where students can play soft music while completing their work, an
area for

discussion/conversation/small group meeting, a corner for

projects and

multimedia corner. In fact, the idea regarding the

effectiveness of different working areas or work space is supported

by Woolfolk (2001) who mentioned that the physical environment of
the classroom such as use of space, classroom setting and social
dimensions interact to shape classroom culture. Teachers can
encourage students from different ethnic groups to sit and discuss
their work together.
Providing relevant culture-related materials for students reading and
reference at the respective corners.

By doing so, students get a

better understanding of each others cultural background and learn to

accept differences and similarities among people, thus allowing them
to work and get along with others better. In fact, allowing children to
explore varying cultures creates opportunities for them to see that
even when people have different customs and traditions, they often
share some common traits, too. Teachers can also provide historical
informations to promote patriotism and raise consiousness among
students regarding the importance of unity and peace in the country.
5.1.3 The Role of the Teacher
The physical setting of the classroom reflects the teachers level of
professionalism.

Thus, the teachers personal touch plays a role in

70

enhancing a culture-friendly environment in the classroom.

Creating a

conducive physical classroom environment is necessary to encourage

participation and cooperation among students from diverse cultural
groups in the classroom. Besides, it is also to maintain a positive and
productive learning environment (Woolfolk, 2001, cited in Modul PGSR,
2010).

As such, the teacher should be aware that the design of the

physical aspect of the classroom leaves a certain impact on the teaching

and learning environment and the teacher as the manager is responsible
for the consequences. What is the role of a teacher in designing a
culture-friendly physical classroom?

Some of the roles of teachers as

discussed earlier are arrangement of students desks and tables to

enable students from diverse ethnic groups to interact with each other,
providing reading/learning/multimedia corners and materials which are
suitable for students from diverse ethnic groups and creating a conducive
culture friendly physical environment in the classroom.

Stop and Reflect

Based on your experience, design a floor plan of your classroom in order to
create a culture-friendly learning environment.
Discuss your role in
designing a conducive physical arrangement of the classroom in achieving
optimal teaching and learning.

5.2 Managing The Socio-Emotional Environment

Within the relationship that a teacher puts in between them and their
students, there is a social interaction that bonds them and emotional
foundation which enables each party to understand each other (Leonard &
Leonard, 2006). Thus, as a teacher, you have a significant role in guiding
your students and assisting them in their needs, social interactions and group
dynamics. This topic will discuss some aspects of the socio-emotional needs
in the classroom management.
71

5.2.1 Concept And Purpose Of Socio-Emotional Management

Socioemotional classroom management means that set of teaching
behaviours by which the teacher develops good interpersonal relationships
and a positive socio-emotional classroom climate. Socioemotional is a
process that consists of variations that occur in an individuals personality,
emotions, and relationships with others during ones lifetime (Santrock, 2007
cited in Modul PGSR, 2010). Socio-emotional development is the
combination of learning diplomacy and truthfulness to interact with
individuals or groups in a manner that contributes positively to members of
society. The social aspect relates specifically to interaction with people
(external) while the emotional aspect relates to understanding and properly
controlling one's emotions (internal). A proper combination and coordination
of social and emotional development is critical to leading a purposeful,
fulfilling life. (Virginia ,n.d.)

Stop and Reflect

An effective management of socioemotional classroom environment
optimises learning and creates a culture-friendly teaching learning
environment
Discuss the teachers role in managing the socioemotional environment of the
classroom in order to create a culture-friendly teaching learning
environment.
5.2.2 Development And Management Of Socio-Emotional Environment
In The Classroom
The development of socio emotion is important for an individuals well being.
According to Woolfolk (1990 cited in Modul PGSR, 2010), motivation or the
internal drive of an individual arouses, directs and controls the individuals
behaviour. As such, the students emotions should be managed effectively
since it influences the students ability to control his or her emotions, thoughts
and behaviours and thus affects learning in the classroom. Socioemotional
development begins with the childs ability to understand and manage his or
72

her own emotions. This enables the child to understand the emotions, needs
and views of others. By doing so, the child will be able to develop a strong
social relationship with others in the classroom as well as anywhere out of the
classroom. The teacher should be sensitive to these needs in order to create
a conducive environment and foster the development of socioemotional
relationship among students from various cultural background.

In the

Malaysian context, the role of the teacher is even more challenging whereby
teacher should address the socioemotional development of students from
various ethnic groups of different cultural background. Thus in an attempt to
manage the socioemotional atmosphere of the classroom, it is essential for
the teacher to acquire a strong epistemological framework on developmental
theories of the children.

This enables the teacher to have a better

understanding of the students.

Among the theories are Banduras Social

learning theories and Erik Eriksons Psychosocial development theories.

Banduras Social Learning Theory (1987) posits that people learn from one
another, via observation, imitation, and modeling. His theory, which is known
as observational learning (or modelling) added a social element, arguing that
people can learn new information and behaviors by watching other people.
According to Bandura, there are three core concepts at the heart of social
learning theory. First is the idea that people can learn through observation.
Next is the idea that internal mental states are an essential part of this
process. Finally, this theory recognizes the fact that even if something has
been learned, it does not mean that it will result in a change in behavior.
The next theory that is also useful for the teacher to understand his or her
students better is Erik Eriksons theory that describes an individuals
development throughout the life span.

The following chart shows Erik

Erikson's stages of psychosocial development in an individual.

73

Table 5.1 : Erikson's Psychosocial Stages Summary Chart (Source : Erikson's Stages of Psychosocial
Development from http://psychology.about.com/library/bl_psychosocial_summary.htm, 2012)
Stage

Basic Conflict

Important
Events

Outcome

Infancy (birth
to 18 months)

Trust vs.
Mistrust

Feeding

Children develop a sense of trust when

caregivers provide reliabilty, care, and
affection. A lack of this will lead to mistrust.

Early Childhood
(2 to 3 years)

Autonomy vs.
Shame and
Doubt

Toilet Training

Children need to develop a sense of

personal control over physical skills and a
sense of independence. Success leads to
feelings of autonomy, failure results in
feelings of shame and doubt.

Preschool (3 to
5 years)

Initiative vs.
Guilt

Exploration

Children need to begin asserting control

and power over the environment. Success
in this stage leads to a sense of purpose.
Children who try to exert too much power
experience disapproval, resulting in a sense
of guilt.

School Age (6
to 11 years)

Industry vs.
Inferiority

School

Children need to cope with new social and

academic demands. Success leads to a
sense of competence, while failure results
in feelings of inferiority.

Adolescence
(12 to 18
years)

Identity vs.
Role Confusion

Social
Relationships

Teens need to develop a sense of self and

personal identity. Success leads to an
ability to stay true to yourself, while failure
leads to role confusion and a weak sense of
self.

Young
Adulthood (19
to 40 years)

Intimacy vs.
Isolation

Relationships

Young adults need to form intimate, loving

relationships with other people. Success
leads to strong relationships, while failure
results in loneliness and isolation.

Middle
Adulthood (40
to 65 years)

Generativity
vs. Stagnation

Work and
Parenthood

Adults need to create or nurture things that

will outlast them, often by having children
or creating a positive change that benefits
other people. Success leads to feelings of
usefulness and accomplishment, while
failure results in shallow involvement in the
world.

Maturity(65 to
death)

Ego Integrity
vs. Despair

Reflection on
Life

Older adults need to look back on life and

feel a sense of fulfillment. Success at this
stage leads to feelings of wisdom, while
failure results in regret, bitterness, and
despair.

Erik Erikson's theory of psychosocial development contributed to our

understanding of personality development throughout the lifespan. Nurturing
relationships between young children and adults can create a sense of
safety and security that supports childrens learning to trust (Erikson, 1950),
to regulate emotions (Weinfield, Sroufe, Egeland, & Carlson, 1999; Campos,
Frankel, & Camras, 2004), resolve interpersonal conflicts, develop empathy,
74

and learn how to relate to others in socially appropriate ways (Shonkoff &
Phillips, 2000; Weinfield et al., 1999). These abilities are generally seen as
critical not only for students social emotional well-being but also for their
cognitive development and later success in school (National Scientific
Council on the Developing Child, 2004, 2007, 2008, cited in Gloeckler &
Niemeyer, 2010). Teachers set the daily emotional tone and climate of their
classrooms, thereby influencing childrens development of social skills,
including the early development of emotion regulation (National Scientific
Council on the Developing Child, 2004, 2007, 2008; White & Howe, 1998;
Thompson, 2001).
Reviewing both the theories, it is clear that the social and affective domain
(emotions) are of utmost importance for the development of social
competence (Garner, Jones and Miner, 1994) and learning. It helps young
children to identify and understand basic feelings for themselves and others.
As for the teacher, an indepth understanding of the students development is
crucial so as to play an effective role in fostering socioemotional
development of students in the classroom. The teacher should closely guide
the students towards adopting and adapting the desired behaviours in
developing a desirable socioemotional atmosphere amongst students of
muticultural background.
5.2.3 Role of the Teacher
Some of the ways by which a teacher can develop the socio emotional
environment in the classroom are as follows:.
i) Establish relationship with each individual based on trust and mutual
respect.
ii) Teachers can help children to understand themselves and others
through classroom experiences (the hidden curriculum) and by using
activities (discussion, singing, poetry, language scripts, stories, art
and craft) which promote social competencies.

iii) Provide opportunities for social interaction and learning social

relationship skills.

Teachers can help children attain social

competence by looking at the total environment the social

environment, the physical and the content of teaching.
iv) Create a conducive socio emotional learning environment which is a
friendly, non-threatening environment where the children feel that they
are supported by both peers and teachers; such environment make
the students feel confident, comfortable, appreciated and valued. In
addition, they listen to one another and welcome a diverse number of
views from their peers from diverse cultural groups.
v) Teacher as the role model where students of diverse cultural groups
can model behaviours that are appropriate in the classroom.

Stop and Reflect

Based on your experience, discuss other ways a teacher can help to develop
a desirable socioemotional atmosphere amongst students of muticultural
background in your classroom.
5.3 Relationships Among Ethnics
This subtopic is considerably wide, but for the purpose of our discussion, we
will narrow it in the context of ethnic relationships in Malaysia, focusing on
the teachers roles in the classroom. The findings of a study carried out by
Salfarina, Mohd Zaini and Azeem Fazwan (2009, as cited in Modul PGSR,
2010) showed that ethnic groups in Malaysia, like many other developing
countries have gone through various historical and development changes.
Besides that, influence from immigration and emigration has shaped ethnic
relations into a complex, dynamic and fluid situation. Malaysia being
populated by diverse races and ethnic groups, needs to bridge the gap
between the ethnic groups. As such, the government has designed policies
and taken measures to ensure a harmonious relationship among the various
ethnic groups.

5.3.1 Role Of The Teachers

As teachers, we have important roles to play to create a harmonious
relationship among students from the various ethnic groups.

Teachers

teaching in a classroom where diversity of culture becomes an integral part

of the student population, have an important role in creating acceptance
among the diverse ethnic groups. The feelings of acceptance towards each
others cultural and ethnic difference can be inculcated by creating a
culturally conducive classroom environment. In fact, it is the best and most
important place to teach about different cultures, since it is in the classroom
that students from diverse cultures grow up and learn together. If children
are exposed to a multicultural classroom environment where they learn to
appreciate each others differences and respect each others strengths and
weaknesses, right from the beginning of their academic years, it will be easy
for them to get along with children from other cultures and this would
eventually strengthen the relationships of students from diverse ethnic
groups in the classroom.
The following are some suggestions which teachers can consider in creating
a harmonious relationship among ethnic groups.
i) Learn and understand about different cultures, for ignorance may lead to
intolerance.
ii) Encourage a multicultural view and perspective in the students minds
by embedding elements of different cultures in the curriculum.
iii) Bring students together by having a variety of cross-cultural activities
which enable students to appreciate each others cultures.
iv) Adopt and adapt varieties of instructional approaches to meet the needs
of students from various cultural groups.
v) Building relationship among students from diverse ethnic groups on the
basis of understanding and appreciation.
vi) Avoid racist comments

Stop and Reflect

Based on your experience as a teacher, discuss other roles you
have played in creating a conducive socioemotional environment
which is culture friendly?
Based on the discussion, it is clearly seen that teachers play an important
role in narrowing the gap between the ethnic groups by creating a conducive
atmosphere whereby students from all ethnic groups can work together in
peace and harmony. Teachers need to manage the classroom wisely so as
to encourage collaboration, teamwork and cooperative social skills among
the students irrespective of their race and ethnics.

Besides that, it also

creates the feeling and understanding of unity in diversity among students

from the diverse ethnic and cultural groups. It also helps the students from
different cultural background to respect each other and feel comfortable in
each others company. This, in turn benefits the society as a whole for it
helps to develop a united Malaysian.
5.4 Managing Of Teaching And Learning
Reflect on your experience related to management of teaching and learning.
What are the aspects you need to consider to ensure a conducive teaching
and learning environment? Have you ever given a thought as to how you
could manage a classroom so as to create a culture-friendly classroom
environment? This subtopic will discuss the management of teaching and
learning by focusing on the concept and roles of teachers in managng
teaching and learning in the classroom.
5.4.1 Concepts of Managing Teaching and Learning
Management involves the processes of planning, implementing, evaluating
and taking iniative to improve the process.
learning is related to the following aspects:

Management of teaching and

 Plan effective teaching and learning for students from different

cultural background.
Implement teaching and teaching as planned and making necessary
modifications.
Evaluate the effectiveness of teaching and learning process.
Follow-up action based on the evaluation and making necessary
changes.
Teaching means how teachers deliver lessons or knowledge to students. It
is the process of preparation, implementation and assessment. Teaching is
a systematic plan whereby teachers assist students in the learning activities.
Learning is the process of building a mental structure and a change of
behavior with different capabilities. However, from the cognitive point of view,
learning can occur without prompt change in behavior. Mental structural
changes occur when there is a change in beliefs, expectations and goals.
Santrock (2006, cited in Modul PGSR, 2010) stated that effective teaching
depends on two main factors, that is teachers professional knowledge and
commitment to plan and organise lessons effectively. We shall discuss some
of the teachers roles later.
5.4.2 Features and Important Aspects of Management of Teaching and
Learning
Teachers play an important role in managing teaching and learning so as to
create a supportive environment for students from the various ethnic groups.
For the purpose of our discussion, we shall discuss the features and
important aspects of the management of teaching and learning according to
the three stages of teaching and learning as summarized in Figure 5.1

before teaching

TEACHERS

PLANNING
STAGE

- MATERIALS
- RESOURCES

during Teaching

- STRATEGIES
TEACHING AND LEARNING PROCESS

not
effective
EVALUATION &
MEASUREMENT

IMPROVEMENT
RECOVERY
ENRICHMENT

after Teaching

effective
LEARNING OUTCOMES
ACHIEVEMENT

Figure 5.1: Management of Teaching & Learning

(cited in Modul PGSR, 2010)
Figure 5.1 shows the stages of the teaching and learning process comprising
of the following stages:
i)

Before the teaching and learning process

ii)

During the teaching and learning process

iii)

After the teaching and learning process

i) Before the teaching and learning process

Teachers dealing with multi-cultural students, need to make tactful
preparation before the lesson to fulfill the needs of students from the different
ethnic groups. Prior to teaching and learning, teachers need to plan the
lesson and prepare the Daily Lesson Plan accordingly so as to ensure
quality teaching which fulfills the needs of the students. As an example, the
learning outcomes must be accurate and clear. Teachers should also plan
appropriate teaching methods for students from diverse cultural groups.
Apart from that, some other aspects that need to be considered are the use
of appropriate teaching aids. The use of effective and appropriate teaching
aids is very important in order to help teachers explain difficult and abstract
concepts to students. "The use of teaching aids can help to explain a
concept" (Hiebert, Weame & Taber, 1991; Kozma, 1991 cited in Modul
PGSR, 2010,). Among the examples of teaching aids are photographs,
graphics, mind maps, diagrams, radio, computer, video, flash cards,
diagrams, newspapers, magazines, models, prototype or historical materials.
However, there are certain characteristics of effective teaching materials,
such as, nature, practicality and

safety. The selection of appropriate

teaching aids is very important to enable teachers to use them to explain

abstract concepts effectively.

A creative teacher will adapt teaching aids

appropriately in the lesson so that students can easily master a complex and
abstract concept. This is acknowledged by Mayer and Gallini (1990, cited in
Modul PGSR, 2010) who argued that "teachers should clearly explain and
give examples related to improving the effectiveness of teaching". While
Slavin (1994, cited in Modul PGSR, 2010) suggested that "teachers need to
provide instruction that may be of interest to students with various teaching
methods and teaching aids. In the context of teaching and learning of
students from the different ethnic groups, teachers should be wise enough to
select appropriate teaching strategies and relevant teaching learning aids to

meet the needs of the students from the different ethnic groups and cultural
background.
ii) During The Teaching And Learning Process
The selection of appropriate teaching strategies can also ensure a more
effective delivery of information during the implementation of teaching. As
an example, selection of appropriate learning activities that involve active
interaction of students from different cultural backgrounds can create a
culture friendly teaching learning environment.

Some other important

aspects that need to be given consideration are as follows:

achieving the learning outcomes
the use of appropriate assessment procedures
inculcation of appropriate cultural values
creating a physically and psychosocially conducive teaching and
learning environment for students from diverse cultural background
practising effective disciplinary procedures appropriate for students
from diverse cultural background
conducting remedial and enrichment classes for all students
irrespective of their cultural background
Reflect and discuss

Based on your reading and experience, discuss relevant teaching strategies

for students from diverse cultural background

iii) After The Teaching And Learning Process

The third stage of the teaching and learning process is evaluation whereby
students are evaluated in order to determine the extent to which the teacher
has taught effectively and the students have acquired learning during the
process. The teacher prepares written or oral exercises for the students.

Teachers must play a fair role in evaluating the students and avoid being
biased towards students of different ethnics or cultural background in order
to avoid any feelings of sensitivity among the students. The implementation
of a fair evaluation system will enable teachers to create a culture friendly
learning environment in the classroom.

Excellent performance among

students would indicate that the teachers have achieved the learning
outcome. This may also indicate that teachers have used appropriate and
effective teaching strategies during the teaching and learning process.
However, problem arises when students do not perform and fail to show an
understanding of the subject. What should teachers do if students do not
show the expected level of performance? Teachers should be sensitive to
the strengths and weaknesses of the students and take the necessary steps.
As an example, teachers should gather the at risk students and arrange
remedial classes for them irrespective of their ethnic groups and cultural
background. By doing this, students feel appreciated. This way, teachers
are able to create a conducive teaching learning environment which fulfill the
needs of all students irrespective of their ethnic differences.

Get information from the internet regarding features of a culture

friendly teaching and learning process. Based on your
experience, discuss the features of a culture friendly teaching
learning process besides those we have discussed.

5.4.3 Role of a Teacher

A teacher is also a 'manager' in the teaching learning process. The ability of
the teacher to manage the classroom effectively is vital in order to create a
conducive

teaching

and

learning

environment.

Here

are

some

characteristics of an effective teacher who are able to create a conducive

and effective teaching and learning environment:
83

 Stay alert and aware of surrounding situation

Systematic in planning and evaluating
Patient in handling students from all backgrounds
Effective time management
Be prepared to change and be flexible
Effective communication
Vision oriented

Stop and Reflect

Reflect on your role as a teacher in a multicultural classroom. What
are the aspects you need to focus on? Share with your friends

5.5 Cultural Relevant Pedagogy

This area discusses the cultural and Indigeneous/Pribumi (Orang Asli)
relevant pedagogy. The scope of the discussion covers a variety of teaching
and learning strategies which are suitable for use in a multicultural
classroom. In addition, the teachers role in addressing the challenges in
selecting culturally relevant pedagogy for various ethnic groups in the
classroom are also discussed.
5.5.1 Concepts of Culture Relevant Pedagogy and Indigenous/Pribumi
Teachers need to understand the concept of students diversity (individual
differences) and culture relevant pedagogy. For the purpose of our
discussion, it is necessary to understand the terms used namely
indigenous and pribumi. Both these terms are closely related. Although
there is no consensus on a universal definition of Indigenous Peoples, the
term

is often used to describe groups of individuals who enjoy certain

characteristics such as a common historical tradition, ethnic identity, cultural

84

homogeneity, linguistic unity, religious or ideological affinity, territorial

connection and a common economic life (SUHAKAM Report, n.d).

The

SUHAKAM report further explains that in Malaysia, based on the United

Nation working definition, Indigenous Peoples would include the aborigines
of Peninsular Malaysia and the natives of Sabah and Sarawak, who are also
recognised as such by the Federal Constitution and relevant State laws. The
aborigines of Peninsular Malaysia refers to the Orang Asli. Thus, discussion
related to the indigenous people in this topic would also include the Orang
Asli.

Although they are the minority group, teachers have to pay equal

attention to them and adopt a culture-relevant pedagogy that would suit their
needs during the teaching learning process.
According to Gloria Ladson-Billings (1994, cited in Modul PGSR, 2010)
culture-relevant pedagogy can be defined as a pedagogy that empowers
students intellectually, socially, emotionally, and politically by using cultural
reference to impart knowledge, skills, and attitudes. Malaysia as a
multicultural nation requires teachers sensitivity to create a culturally
responsive teaching as described by Gay (2000) who defined

culturally

responsive teaching as using the cultural knowledge, prior experiences, and

performance styles of diverse students to make learning more appropriate
and effective for them; it teaches to and through the strengths of these
students. The views proposed by Gay(2000) remind teachers to be more
sensitive when dealing with students from the different cultural background
so as to create a culturally friendly and conducive environment for all
students from the diverse cultural background.
5.5.2 Purpose of Culture Relevant Pedagogy and Indigenous/Pribumi
Culture relevant teaching enhances understanding and collaboration
between teachers and students so that the acquisition of knowledge, skills
and attitude can be holistically integrated in order to achieve the goals of the
National Education Philosophy. Teachers must understand the needs and
85

learning styles of these students, identify their strengths and weaknesses so

that teachers can select relevant pedagogy to meet their learning needs
during the teaching and learning process. Besides, teachers should use the
features of cultural differences, background, knowledge and varying
experiences of students to strengthen and enhance the teaching and
learning process.

Apart from helping students to gain the knowledge,

culturally relevant pedagogy is to motivate students toward contextual

learning, taking into account the experiences of different students.

Stop and Reflect

Interpret the definition given by Gloria Ladson-Billings and discuss with
your friends. To what extent is it relevant in creating a culture relevant
pedagogy for the Indigenous/Pribumi students in the teaching and
learning process?
5.5.3 Characteristic of Cultural Relevant Pedagogy and Indigenous
/Pribumi
Some of the characteristics

of cultural Relevant Pedagogy and

indigenous/Pribumi are as follows:

i. Learning is more effective when students understand the knowledge,
concepts, procedures, skills and strategies that they have learned in an
environment where there is an integrated multicultural knowledge, without
prejudice to the other culture.
ii. It is important for students to understand their different cultural
backgrounds and create active learning across cultures, in order to
achieve unity among cultural diversity.
iii. Positive perspectives on parents and family this is necessary to enable
teachers to avoid being biased or prejudiced towards the students and to
encourage good relationship with parents and families.

86

iv. Reshaping of the curriculum Teachers should learn to be flexible with

the curriculum. Inculcate relevant cultural values to meet the needs of
the indigenous/Pribumi students.
v.

Culturally mediated instructions

vi. Foster a sense of belonging

vii. Sharing cultural elements
5.5.4 Teaching Methods & Techniques of Indigenous/Pribumi Cultural
Relevant Pedagogy
Teachers need to plan and organize teaching so as to accomodate the
various needs of the indigenous/Pribumi groups in the classroom. Teachers
must acquire the art of a culturally relevant pedagogy so as to create a
conducive teaching and learning environment for multicultural students.
Teachers must also think positively that all students can learn and achieve
success. Teachers can also connect and communicate with the parents of
students of different cultures. In addition, teachers need to be friendly with
their students and are always willing to share information, knowledge and
skills with students of various cultures. For classes with indigenous/Pribumi
students, teachers need to diversify teaching methods and techniques based
on the concept of individual differences. For example teachers are
encouraged to use the following methods and techniques:
i. Collaborative And Cooperative Learning Methods
Teachers who use student centered strategy, encourage students from
multicultural background to discuss with each other. For example, in a
discussion

group

composed

of

members

like

Hassan(Malay),

Yoo

Chin(Chinese), Balang Lasong(Indigenous) and Kumaran(Indian), they are

encouraged to interact and work together in an atmosphere of mutual
respect and understanding. Group presentation is an indication of the
existence of team spirit. Teachers need to facilitate the group in order to
create multi-cultural harmony. Collaborative and cooperative elements need
87

to be nurtured during primary school level in order to create a healthy

learning environment which can integrate pupils of various cultures in the
classroom.
ii. Discovery Method
Teachers can also plan lessons using the discovery method. For example, a
discussion of the topic on Elements of Multicultural Society. The teacher
can allocate different topics about the different cultural groups to members of
another cultural group. As an example, Fauzi and Leng Hai are assigned the
topic on Chinese Culture, Ah Kim and Rahimah are asked to find the
elements of the Malay Culture, Selva and Kalong anak Jabu are given the
topic about Indian Culture while Balang Lasong and Saroja are assigned to
find out elements of any culture of the indigenous group. Cross-cultural
strategy requires students to explore and develop the knowledge and
experience of other cultural groups. Such strategy encourages students to
mingle with each other and by obtaining information about each others
cultural practises, they will be able to understand each other better and this
will lead to a harmonious living among members of different cultural
background.
iii. Project
This method requires each group to comprise of students from all races and
cultures including students from the indigenous/Pribumi group. Priority
should be given to topics that symbolize cultural diversity. For example
students can be asked to find information on the topic related to marriage
customs. Members of the group which consist of students from different
races can share experiences and informations based on the different
communities. This way, students gain further knowledge about the different
cultural practises. It is also important for teachers to avoid putting students
from the same cultural background in the same group to encourage them to
mingle with each other.
88

iv. Use Reading Materials for Culturally Relevant Pedagogy

Teachers should accept the concept of individual differences in teaching and
learning. As an example when teaching reading skills teachers should select
reading materials that are culture-friendly. This is important because the
selection of reading materials that are culture biased may lead to a conflict
among students. An effective reading program must bridge cultural
differences and give students space to think positively about cultural
differences. Thus, a teacher who is sensitive to this issue, must:
choose reading materials that can be associated with the experience
of every student in the classroom.
be able to use appropriate teaching and learning strategies.
be sensitive to the use of statements that may offend students
cultural understanding
create or find appropriate reading materials for all students from
different cultural background.
encourage students to read and understand the cross-cultural
materials.
v. Culturally Relevant Pedagogy Using Computer-Based Learning
Technological developments has a great influence on teaching and learning.
Integration of ICT into teaching and learning should also take into account
the individual differences, especially in terms of social and cultural
background. Teachers should be aware that technology-based teaching and
learning is particularly helpful if the teacher can plan appropriate steps which
are suitable for students from different cultural background. Computer-based
learning

environment should

display

culture-friendly elements.

The

development of technology can be used by teachers and students because it

can transform teaching and learning patterns.
An effective teacher will use technology to improve the effectiveness of
teaching. Computer-based materials should be appropriate to the cultural
89

background of students. All students should also be given opportunities to

explore the internet to retrieve relevant informations. Teachers may realize
that students from the indigenous groups/Pribumi may be fascinated to learn
in a technology-based learning environment even though some of them may
find difficulties in acquiring technological skills since many of them come
from families of low or medium income group. Thus, teachers have to be fair
to them and allow enough time for them to try out the the technological skills
available in the classroom.
5.5.5 Role of a Teacher
Thus, as a teacher, you have to acquire and master the teaching learning
skills in order to manage students from different cultural background. As an
example, before you teach, you should consider various teaching and
learning approaches, methods and strategies which best suit your students
from the different cultural background. This would also mean that teachers
will have to understand their students background and level of academic
achievement before deciding on the teaching methods and techiques that
should be used. You will also need to check the content first, in order to
make sure that it does not affect a student culturally or create controversy
among them. The final aspect that you need to consider is effective teacher
communication.

Reflect and Discuss

Try to work with a partner and list the words or sentences that are not
suitable for a particular race.

90

No

Ethnic group

Word Or Sentence Which Is Less Suitable

For Use During Teaching & Learning

Generally teachers should use language that is easily understood by all

students. Teachers should also give the opportunity to students to voice out
their opinions. Teachers should correct pronunciation/accent but must not
imitate/laugh at the students accent/pronunciation. Teachers should also try
to learn and understand the different native languages of the students.
5.6 Pedagogy for Combined Classes
5.6.1 Concepts, Features and Importance of Combined Classes
Each student in the country should be given the opportunity to acquire
education in line with the democratization of education. Since a large number
of schools in the rural areas have less number of students, combined
classes are being held. In addition, the number of teachers in these schools
are minimal and therefore, there is a need to teach more than one class at
any given time.

The

history of combined classes, which was known as

Multiple Class Teaching is dated back to British colonial rule in the country.
The implementation of combined classes is as a result of several conditions
like minimal number of teachers, students and inadequate basic facilities
such as classrooms and blackboards.
Combined classes refer to classes in primary schools containing pupils who
are of almost the same age group, for example year one and two, year three
91

and four and year five and six. Combined classes can be defined "as a form
of teaching in which a teacher teaches students comprising of several
grades or more than one grade in a classroom" (UNESCO, 1988, cited in
Modul PGSR, 2010).
Features of combined classes are as follows:
Combined classes exist only in the primary school.
Students of different ages and years are combined in the same
class.
Number of students is less than 10 and thus, a normal class is not
possible.
Teachers teach more then one year because the allocation of
teachers is in accordance with the number of students.
Teaching and learning strategies are different from the regular
classroom.
The organisation of combined classes requires planning and a skillful
implementation on the teachers part. Multi-tasking and teachers skills are
necessary to create an effective teaching and learning atmosphere.
5.6.2 Types of Combined Classes
Teachers need to be sensitive to the concept of individual difference and
students cultural diversity in selecting an appropriate pedagogy. This is
because their perception, imagination, enthusiasm and concentration vary
even though they are in the same age group. Thus, these students need to
be divided into small groups. The principles of the group breakdown are as
follows:
(i) Group of Same Ability
(ii) Group of Mixed Abilities
(iii) The Same School Year
(iv) Social Group
(v) Individual Group
92

i) Group of Same Ability

A group of the same ability is known as academic group. Mathematics and
language are suitable subjects to be taught to this group. Teachers observe
and record students' achievements in the teaching and learning activities,
and then carefully divide the students into groups according to their abilities.
By doing this, it is more likely that there will be more average students than
excellent and weak ones. However, teachers should be more concerned
with the needs of the weak students.
Reflect and Think
Discuss how you can organize teaching sessions based on groups
according to same ability.

ii) Mixed Ability Groups

This group consists of mixed ability students. If students are divided into
multiple ability groups, in every group there will be students who are capable
in many activities. Some are good in reading, others in drawing, some in
writings and some are active in practical work. Intelligent students can help
students who are lagged behind. Usually this group are assigned to carry out
a project. Groups with multi ability students have the ability to produce a
successful project work. Homework is

prepared according to students

abilities.
iii) Groups According to the Same School Year
Teachers teach according to the school year. While the teacher teaches one
class, the other class will be assigned with relevant teaching and learning
activities. Each class has its own group:
Slow
Average
Intelligent
93

iv) Social Group

This group is formed based on the students ability to adapt themselves. The
students are allowed to choose their own group. Among the activities are
games, music lessons, drama or education-oriented recreation and
relaxation.
v) Individual Group
This method can be used when the students in all groups are engaged in the
learning activities. Teachers can take the opportunity to guide them
individually.

Use the internet to get more information about combined

classes. Share the informations with your friends.

5.6.3 Combined Classes Daily Lesson Plan Syllabus .

Teachers involved in the combined classes should be aware that the
syllabus provided by the Curriculum Development Centre is to be used in a
normal class. Syllabus need to be modified based on the requirements of the
pupils in the combined classes. For example, teachers teaching Years 4 and
5 should study the content of the syllabus for both the years and make
adjustments for each subject that can be taught simultaneously (see Daily
Lesson Plan, cited in Modul PGSR, 2010). Subjects of the same topic can be
taught simultaneously according to the principles of combined classes.
However, teachers need to modify the schedule so that the subject can be
taught simultaneously. But if two different topics are taught at one time, the
teaching methods should be based on groups.

94

Table 5.2 : Implementation of Combined Classes

TIME
THE of
PRIMARY
SCHOOL YEAR
TableUSE
2 : Implementation
Combined Classes
Time
Year 2
Year 3
15 minutes
15 minutes

Teaching

Students do their own

work
Teaching
Students do their own
work

Note: This method is practised when combined skills cannot be

implemented
Cited from : BPG Modul (2007).

Importance of Combined Class Daily Lesson Plan

Based on the circular KP Bil.256/1961, daily lesson plan is a very important
record for teachers because:
a) it is a reference for daily lesson preparations.
b) it can determine the progress of a class in a variety of subjects.
c) it is a guide on the progress and performance of a student.
d) it serves as a record to review the tasks that has or has not been
accomplished according to the yearly plan.
e) it is a guide for other teachers who take over the class.
Daily Lesson Plan has always been considered to serve as an important
reference for the preparation of daily lessons but gives more emphasis on a
holistic approach and are inter-related for both the combined classes.
Exercise
Based on your reading and experience, discuss factors that may
contribute to the success of the combined class pedagogy.
Identify any possible weaknesses and steps to overcome the
weaknesses.

95

5.7 Sociolinguistic
5.7.1 Concept Of Sociolinguistic In A Multicultural Classroom
According to Holmes (2001) sociolinguistic is the study of the relationship
between language and society. According to Claire (1997, cited in Modul
PGSR, 2010) sociolinguistic is a word used to describe the appropriateness
of language in different contexts. In other words, sociolinguistics is the study
of how situational factors such as cultural contexts and setting of a speech
event affect the choice of what should be said. This means the ability to
adjust ones speech to fit the situation is called sociolinguistic competence
and without this, even the most perfect grammatical utterances can convey a
meaning entirely different from that which the speaker intended. Thus, what
a student voices out from the context of one culture may not be appropriate
in another culture.

This may lead to misunderstanding and can cause a

breakdown in the communication between students from diverse cultural

background. In this context, sociolinguistic is essential for the teacher
teaching students from multicultural background because it helps teachers to
understand why students speak differently in various social contexts, and
help uncover the social relationships in the classroom.
5.7.2 Management Of Sociolinguistic In A Multicultural Classroom
Language is an important communication tool which enables teachers to
perform their duties in the teaching and learning process. In a multicultural
country like Malaysia, teachers have to face students from various ethnics
and cultural background. Among the issues in a multicultural society are
differences in beliefs, perspectives and cultural elements which may lead to
differences in opinion. Teachers need to narrow the gap between the
different ethnic groups from different cultural background in order to create
better understanding and unity among them. One of the ways teachers can
promote unity and understanding is by using a common language as the
communication tool. The official language of Malaysia is Bahasa Malaysia.
Teachers should encourage students to use Bahasa Malaysia to interact with
96

each other. However, many students still prefer to communicate in their

mother tongue. In such situation, teachers need to monitor, understand and
assist in narrowing the gap between students from different ethnic groups
and cultural background by encouraging them to use the official language.
Besides that, teachers should also learn to understand the students cultural
background especially factors influencing their verbal and non-verbal
communication skills. This helps to promote a better understanding among
teachers and students of different ethnic groups and cultural background.
Teachers should also learn to understand the students mother tongue as a
way of appreciation. By doing so, teachers can help to narrow down the gap
and thus create a conducive sociolinguistic environment among the multi
racial students in the classroom.
Stop And Reflect
Discuss your role as a teacher in creating a culture
friendlyenvironment.Reflect on your experience based on the
sociolinguistic viewpoint.

5.7.3 Role of a Teacher

Teachers play a very important role in creating awareness related to
sociolinguistic competence among students. That is why, some of the
teaching strategies that have been discussed earlier, for example teachers
form groups comprising of students from different ethnic groups and cultural
background can lead to raising awareness among students. Besides that,
teachers can also organize language games and other cultural activities to
encourage students involvement which reflects elements of the cultural
heritage of other ethnic groups in the teaching and learning process.

For

example, using the Iban ethnic folklore in teaching language and using
Kadazan Dusun ethnic songs in teaching and learning music. In fact, many
ethnic traditional games can be used as an approach of "games based
learning" in teaching and learning. The use of various elements of culture in
teaching and learning not only foster understanding among students, but it
97

also encourage students to learn and master the vocabulary of other ethnic
groups. If teachers are able to pursue and administer this effectively, every
ethnic group will not feel left out. At the same time, it helps narrow the gap
between ethnic groups and thus create better understanding between ethnic
groups.

Exercise/ Activity
Based on your experience, discuss how you can enhance sociolinguistic
competencies among students of various races and cultures?
5.8 Culturally Responsive Assessment
Think about your experience as a teacher in a multicultural classroom. How
did you plan and implement the evaluation process for a class consisting of
students from various ethnic groups and cultural background? What are the
aspects you need to take into account when preparing a test for your class?
This topic will discuss the concept of culture-based assessment, the
characteristics of culture-based testing, the principles that should be taken
into consideration and appropriate assessment strategies for a multicultural
classroom.

5.8.1 Concept of Culturally Responsive Assessment.

Assessment refers to a process of obtaining useful information to make
judgments about further action. In other words, assessment is a systematic
process to obtain information in making decisions on actions to be taken in
the future. Meanwhile, according to Hall (1959, cited in Modul PGSR, 2010),
culture is a set pattern experienced by individuals as a way to act, feel, and
do something. Erickson (1997, cited in Modul PGSR, 2010) further added
that cultural attributes associated with education are explicit (such as human
98

habits) and implicit (such as values, assumptions and beliefs). So culturebased assessment means that the assessment performed by the teacher to
gather information in decision-making, should take into account students'
cultural diversity so that decisions made are valid and reliable. In fact,
culture-based evaluation plays an increasingly important role in education.
Collection of data about the knowledge and skills of students by using
appropriate assessment tools/techniques taking into consideration the
students cultural diversities is crucial in order to obtain valid results.
5.8.2 Principles of Culture-Based Assessment
Among the essential principles of culture-based assessment includes:
(a) Assessment should be based on students learning. It must play a
positive role in developing students learning experience.
(b) Assessment should be able to portray the individual differences in
learning. It should be based on objectives so that students can
demonstrate their achievement based on the learning outcomes in
various ways. In this context, content modification should represent
students culture, students background, major languages, family and
community. Content knowledge and essential skills should be
integrated across all subjects at all the time. Thus, the tasks should be
based on activities, cooperative learning strategies and inquiry-based.
(c) Evaluation should be fair to all students regardless of their race or
ethnic groups.
Stop And Reflect
Based on your experience, explain the assessment tools that you
designed in your classroom.. Discuss other characteristics of a culturebased assessment that you have considered in designing assessment
procedures in your classroom.

99

5.8.3 Types of Culturally Responsive Assessment

Culture-friendly assessment includes the following:
i) Daily observations of students behavior, learning and social
encounters in the classrooms situations
Observations can be made through a check list, record, or card to enable
teachers to record observations of student behavior in a consistent and
meaningful way. For example, teachers can use class names as an easy
way to record daily observations. Teachers can create a column to identify
projects, activities or behavior that they would like to observe.
ii) Portfolio Assessment
Pupils and teachers can choose a sample that reflects the diversity of tasks
and students abilities that need to be assessed. Teachers, students and
family members can make students reflect on what has been implemented,
the level of their abilities and areas which need to be improved.
iii) Writing Journal
Writing journals provide an opportunity for students to share personal
insight about things like literature in different cultural contexts to inform,
clarify and explain the society. For example, teachers can assess the
learning journal in which students record personal matters based on the
characters in the literature they read. They can build an understanding of
the characters and this gives them the freedom to write about the
characters and share with friends.
iv) Project
Project gives students the opportunity to contribute ideas according to their
abilities. This type of assessment is good for students from different cultural
backgrounds with individual difference because they are able to accomplish
the task according to their own pace and readiness. They are also able to
explore topics of their interest based on the topics of multicultural literature.
100

They can choose to write a report or prepare an oral presentation or create

drawings to illustrate key concepts hidden in the topics chosen.
v) Teacher-designed tests based on Teaching
Great attention should be given to cognitive style and academic skills of all
students. For example, teachers can design a test to formulate appropriate
questions for assessing items of knowledge or students achievement in
specific content areas in the culture-friendly curriculum. In other words, the
test should be "culturally loaded" taking into consideration the culture of all
students. The language used should be understood by all and not biased to
the dominant groups of students. Instructions of the test should take into
account the basic cultural and linguistic factors of students from all cultural
backgrounds and students need to feel that a particular language and its
culture is an asset not a liability in the assessment process.
vi) Students Self-Assessment
Students can respond to questions about their learning regularly in teacherpupil conferences. Portfolios can be used during the conference. For
example, teachers show the students work/assignments, discuss and
students evaluate their own progress.
vii) Teacher Self-Assessment
Self-assessment is an important part of determining teaching effectiveness.
Teachers need to ask himself/herself about the selection of behavior and
teaching strategies, the effectiveness and relevance of cultural elements in
their lessons and their response to various cultural issues in the teaching
and learning process in the classroom.

101

5.8.2 Purpose Of Culturally Responsive Assessment

Teachers need to plan culture-based assessment based on the sensitivity of
students from the different cultural backgrounds.The focus of the evaluation
should not discriminate against anyone and at the same time is able to make
decisions about the student's progress as well as to identify or classify
students according to their abilities. In addition, this assessment aims to
provide feedback on the strengths and weaknesses of teaching and learning
and the development of educational programs.
Generally, the culture-based assessment aims to:
(a) gather information for the development, diagnosis and further action
(b) evaluate the use of authentic and alternative procedures
(c) acquire data about learning opportunities for all students
(d) collect information on whether it will take into consideration the
linguistic and cultural relevance
(e) determine the need of appropriate language for the formal
assessment
(f) reduce the bias in traditional assessment practices
Stop And Reflect
As a teacher have you ever thought about culture-based
evaluation? Discuss the importance of culture-based evaluation
among students from different cultural background.
5.8.5 The Role Of Teachers In Providing A Culturally Responsive
Assessment
Teachers need to have the ability to design culture-based assessment tools
that can provide opportunities for students to demonstrate their competence
in a variety of ways based on local conditions, including the knowledge and
skills related to the understanding of traditional cultural practices.
Furthermore, teachers should take into account a variety of problem-solving
skills in assessing the learning potential of the students under their care and
102

provide appropriate opportunities for students to improve themselves. The

teacher's role is to address the cultural issues when they teach and develop
appropriate evaluation tools. Teachers must realise that culture is not only
affecting the daily practices (patterns of behavior, traditions, habits or
customs) but also the way students understand and perceive cultural issues
in the teaching and learning process. This is particularly important for
teachers as the basis of teaching and learning and in designing the
assessment tools.
Stop And Reflect
Based on your experience, describe your contribution in ensuring a
culture-based evaluation. Did you encounter any difficulties and
how did you overcome those difficulties?

Summary

This module discusses important aspects of the following sub-topics:

Managing physical environment - Explains the concept, purpose,

physical components and the roles of teachers in the management of
a culture-friendly classroom environment.
o Physical management concepts do not only involve its
infrastructure and physical facilities. It is also the results of the
management of the physical environment of the classroom so as
to create a conducive learning climate for students from various
cultural and social backgrounds.
o The physical setting of the classroom which determines as to
who and where students sit can help in the interaction between
students from different lingustic and cultural backgrounds.
o Some of the criteria that a teacher should give consideration
regarding the physical setting of the classroom are:
-

the arrangement of tables and chairs suitable for students

and can be modified according to the needs of the activity.
having good lighting and ventilation.
painting the walls with cheerful colors and soft tone.
103

installing curtains with vibrant color, light and soft.

safety guaranteed such as fire plans and fire extinguishers.
reading/learning/Multimedia corners

Managing socioemotional environment - Explain the concept,

development and management of socio-emotional atmosphere in a
multicultural classroom.
o Socio-emotional development is the combination of learning
diplomacy and truthfulness to interact with individuals or groups in
a manner that contributes positively to members of society. The
social aspect relates specifically to interaction with people
(external). The emotional aspect relates to understanding and
properly controlling one's emotions (internal). A proper
combination and coordination of social and emotional development
is critical to achieve a purposeful, fulfilling life. (Virginia A. Gorg,).
o Socioemotional development begins with the childs ability to
understand and manage his or her own emotions. This enables
the child to understand the emotions, needs and views of others.
By doing so, the child will be able to develop a strong social
relationship with others in the classroom as well as anywhere out
of the classroom.
o In an attempt to manage the socioemotional atmosphere of the
classroom, it is essential for the teacher to acquire a strong
epistemological framework on developmental theories of the
children. This enables the teacher to have a better understanding
of the students. Among the theories are Banduras Social
Learning theories and Erik Ericksons Psychosocial development
theories.
o According to Bandura, there are three core concepts at the heart
of social learning theory. First is the idea that people can learn
through observation. Next is the idea that internal mental states
are an essential part of this process. Finally, this theory recognizes
the fact that even if something has been learned, it does not mean
that it will result in a change in behavior.
o The next theory that is also useful for the teacher to understand
his or her students better is by learning more about Erik Eriksons
theory that describes an individual undergoing conflicts during the
8 stages of development throughout the life span. The stages are
as follows:
-

The Infancy (birth to 18 months)

104

Early Childhood (2 to 3 years)

Preschool (3 to 5 years)
School Age (6 to 11 years)
Adolescence (12 to 18 years)
Young Adulthood (19 to 40 years)
Middle Adulthood (40 to 65 years)
Maturity(65 to death)

o Thus, the teacher should be sensitive to these needs in order to

create a conducive environment this helps to foster the development
of socioemotional relationship among students from various cultural
background.

Relationships among ethnics - explains the relationships among ethnic

groups.
o The findings of a study carried out by Salfarina, Mohd Zaini and
Azeem Fazwan (2009, as cited in PGSR Module, 2010) showed
that ethnic groups in Malaysia have gone through various
historical and development changes. Besides that, influence from
immigration and emigration has shaped ethnic relations into a
complex and dynamic situation. As such, the government has
designed policies and taken measures to ensure a harmonious
relationship among the various groups.
o Teachers need to play an effective role in creating a harmonious
relationship among ethnic groups.
i) Learn and understand about different cultures for ignorance
may lead to intolerance.
ii) Encourage a multicultural view and perspective in the
students minds by embedding elements of different cultures
in the curriculum.
iii) Bring students together by having a variety of cross-cultural
activities which enable students to appreciate each others
cultures.
iv) Adopt and adapt varieties of instructional approaches to meet
the needs of students from various cultural groups.
v) Building relationship among students from diverse ethnic
groups on the basis of understanding and appreciation.
vi) Avoid racist comments

Managing teaching and learning - Explain concepts, features and

important aspects of the management of teaching and learning
o Management involves the processes of planning, implementing,
evaluating and taking iniative to improve the process

105

o Teaching means how teachers deliver lessons or knowledge to

students. It is the process of preparation, implementation and
assessment. Teaching is a systematic plan whereby teachers
assist students in the learning activities.
o Learning is the process of building a mental structure and a
change of behavior with different capabilities.
o The teacher as a facilitator plays the role as planners, managers
and implementers.
o The management of teaching and learning involves several
processes, that is planning, implementation, evaluation and followup activities which include remedial and enrichment.
o The stages of the management of teaching and learning are as
follows:
- Before the teaching and learning process
- During the teaching and learning process
- After the teaching and learning process
o Assessment, measurement and evaluation are of great
importance in the teaching and learning process for the purpose
of improvement of the students learning and teachers teaching.

Cultural and indigenous/pribumi relevant pedagogy- discusses concepts,

purposes, characteristics, teaching learning methods and techniques of
indigenous relevant pedagogy.
o Teachers can create a culture and indigenous/Pribumi relevant
pedagogy which is similar to culturally responsive teaching by
using the cultural knowledge, prior experiences, and performance
styles of diverse students to make learning more appropriate and
effective for them; it teaches to and through the strengths of these
students.
o

One of the features of effective learning is infusing knowledge,

concepts, procedures, skills and strategies in an integrated
manner to suit the needs of students from multi-cultural
background without prejudice.

o Among the teaching methods/techniques that are suitable for

culture relevant pedagogy include cooperative teaching
strategies, discovery method and project.

106

o Integration of information technology into teaching and learning

should also take into account individual differences, especially in
terms of social and cultural differences.

Pedagogy for combined classes - describes the concepts, features and

Importance of combined classes.
o Combined classes refer to classes in primary schools containing
pupils who are of almost the same age group, for example year
one and two, year three and four and year five and six.
o Some of the characteristics of combined classes are, the class
exists in primary school, pupils of different ages are combined in
the same teaching and learning session; enrolment of less than
10 students and thus, not possible for a normal class to be
opened, teachers teach more than one school year since the
allocation of teachers is according to the number of students and
finally, teaching and learning strategies are different from the
regular classroom.
o The principles breakdown into groups are as follows: groups
based on equal ability: groups of various ability, groups of the
same school years, social groups and individual groups
o Daily Lesson Plan is an important record for teachers as a
reference for daily.

Sociolinguistic - explains the concept, development and management of

socio-linguistic aspect in a multicultural classroom.
o

This topic discusses the sociolinguistic aspects of integrating

students from diverse ethnic groups.

The Malay language being the official language is one of the

tools for teachers to enhance sociolinguistic competency among
students.
.
Teachers need to play an effective role in organizing various
activities of language, literature and culture including extra
cocurricular activities
in order to bridge the sociolinguistic gap among students from
different cultural background.

o
o

Culturally responsive assessment Defines the concept, principles,

purpose and types of culturally responsive assessment. Roles of
teachers are also discussed.
107

There has been challenges in the assessment process for

students from the different cultural background.

Culture-based assessment means that the assessment

performed by the teacher to gather information in decisionmaking, should take into account students' cultural diversity so
that decisions made are valid and reliable.

o Among the principles of culturally responsive assessment are it

must be based on students learning, it should be able to
portray the individual differences in learning and assessment
must be fair to all students regardless of their cultural
background.
o

Among the purpose of culturally responsive assessment

discussed in this topic are as follows:
(a) gather information for the development, diagnosis and
further action
(b) evaluate the use of authentic and alternative procedures
(c) acquire data about learning opportunities for all students.
(d) collect information on whether it will take into consideration
the linguistic and cultural relevance.
(e) determine the need of appropriate language for the formal
assessment
(f) reduce the bias in traditional assessment practices

o The type of assessment discussed can reduce bias elements

against a particular ethnic group and suggestions posed by the
teacher should be considered when preparing a formal or an
informal assessment.
Among the types of assessment
discussed are daily observation, students portfolio assessment,
writing journal, project, teacher-designed tests, student selfassessment, teacher self-assessment.
o If the curriculum is culture-friendly with relevant content for
students, teachers will not face much problem when designing
the assessment tools for students. Teachers will succeed if all
the resources and manpower are utilised at the level best for
students who are at risk despite their diverse cultural
background.

108

References
For further reading:
A multicultural classroom environment.(n.d.) Retrieved September 24,
2012, from http://www.buzzle.com/articles/creating-a-multiculturalclassroom-environment.html
Virginia,A.G..(n.d). Definition of social eEmotional development. Retrieved
September19, 2012, From
http://www.ehow.com/about_5042688definition-social emotional
development emotional. html
Anthony Candia, (1989), Pengurusan bilik darjah dalam konteks
kelas bercantum.
Arends, R.I. (2001). Learning to teach. Boston : McGraw Hill. Arends,R.I.
rd

(1994). Learning to teach. (3 ed.) New York: McGraw Hill. Asmah bt. Hj
Ahmad, (1989), Pedagogi 2, Siri Pendidikan. Kuala Lumpur:
Longman.
Bahagian Pendidikan Guru.(2007). Modul kelas bercantum. Putrajaya:
Bahagian Pendidikan Guru.
Baxter, G. P. & Shavelson, R. J. (1994). Science performance assessments:
benchmarks and surrogates. International Journal of Educational
Research, 21(3), 279-298.
Baxter, G. P., Shavelson, R. J., Goldman, S. R., & Pine, J. (1992).
Evaluation of a procedure-based scoring for hands-on science
assessment. Journal of Educational Measurement, 29(1),1-17.
Bob, Kizlik (2012). Measurement, evaluation and assessment in education.
RetrievedOctober15,2012,from
http://www.adprima.com/measurement. htm
Burden, P.R. & Byrd, D.M. (1994). Methods for effective teaching. Boston:
Allyn Bacon.
Cherry, Kendra.( n.d). Social learning theory, An overview of Bandura's social
learning theory.Retrieved on September 20, 2012 from
cultcomppractice.aspx#assess

109

Dalton, B., Morocco, C. C., Tivnan, T., & Rawson, P. (1994). Effect offormat
on learning disabled and non-learning disabled students performance
on a hands-on science assessment. International Journal of
Educational Research, 21(3) 299-316.
Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, &
Practice. New York: Teachers College Press.
Gloeckler , Lissy (Phyllis) & Niemeyer, Judith. (2010). Social-Emotional
Environments: Teacher Practices in Two Toddler Classrooms
Retrieved September 20, 2012, from
http://ecrp.uiuc.edu/v12n1/gloeckler.html
Good, T.L.& Brophy, J.E.(1997). Looking in classroom. New York: Addison
Wesley Educational Inc.
th

Gredler, M.E. (2001). Learning and instruction. Theory into practice.(4 ed.)
New Jersey: Merrill Prentice Hall.
Holmes, J., (2001). An Introduction to sociolinguistics. Essex: Pearson
Education Limited.
Jones, B. F. (1995). Comprehensive classroom management: Creating
positive learning environments for all students. Massachussett: Allyn
& Bacon.
Jovanovic, J., Solano-Flores, G., & Shavelson, R. J. (1994). Performancebased assessments: Will gender differences in science achievement
be eliminated? Education and Urban Society, 26(4), August, 352366.
Kementerian Pelajaran Malaysia, (1982), Buku panduan khas kelas
bercantum Kurikulum Baru Sekolah Rendah.Kuala Lumpur:KPM.
Kementerian Pendidikan Malaysia, (1980 - pindaan, 1982), Pusat
Perkembangan Kurikulum, Kementerian Pelajaran Malaysia,
Panduan Kelas Bercantum.
Kizlik, Bob (2012). Measurement, Assessment, and Evaluation in
Education. Retrieved 26 October from
http://www.adprima.com/measurement.htm.
Mizne Claire Anne, (1997), Teaching Sociolinguistic Competence in the
ESL Classroom.Senior Thesis Projects, 1993-2002
http://trace.tennessee. edu./utk_interstp2/20

110

Modul Pensiswazahan Guru Sekolah Rendah( 2010). Budaya dan

pembelajaran. IPGM
Montgomery,W.(2001). Creating culturally responsive, inclusive classrooms.
Teaching Exceptional Children, Vol.33(4) pp 4-9.
Muhamad Kamarul Kabilan & Zaharah Hassan.(2005). Readings on ethnic
relations in a multicultural society. Serdang: Universiti Putra Malaysia.
Noriati, A,R., Boon,P.Y., Sharifah Fakhriah & Zuraidah A.M. (2011). Budaya
dan pembelajaran. Shah Alam: Oxford Fajar Sdn Bhd.
Samuel O. Ortiz. Best practices in nondiscriminatory assessment. St John's
University Retrieved 10 October 2009 from
http://www.nasponline.org/resources/culturalcompetence/
Samuel O. Ortiz. Comprehensive assessment of culturally and linguistically
diverse student: A systematic, practical approach for
nondiscriminatory assessment. St John's University Retrieved 10
October 2009 from
http://www.nasponline.org/resources/culturalcompetence/
Santrock J.W (2006) Educational psychology: A tool for effective teaching
rd
(3 ed).New York: McGrawHill
What is a definition of emotional, personal and social development? (n.d.)
Retrieved September 19,2012, from
http://uk.answers.yahoo.com/question/index?qid=20090608104439AA
MUXPv
Woolfolk,A. (2004). Educational psychology. Boston: Allyn & Bacon

111

TOPIC 6

COMMUNICATION SKILLS OF TEACHERS

Synopsis:
This topic discusses verbal and non verbal communication, explains the
importance of communication skills among teachers.

Besides, it also

explains language register and politeness.

Learning Outcomes:
1.

Explain verbal and non verbal communication.

2.

Explain the importance of communication skills among teachers

3.

Explain language register and politeness

Introduction
Communication means sending a message either verbally or non verbally by
a person to others resulting in a response from the recipient of the
message(Noriati, Boon, Sharifah & Zuraidah, 2011).
fundamental part of the teachers job.

Communication is a

Teachers need to understand the

process of communication and practise effective communication skills in

order

to

deal

successfully

with

their

students.

Effective

teacher

communication is when a message delivered can be understood by the

students clearly. Communication in the classroom involves teacher-student
interaction in sharing ideas, thoughts and feelings whether verbally or
through gestures or symbols. The different categories of communication are
verbal or spoken communication, non-verbal communication, written
communication and visualization.

For the purpose of our discussion, we

shall focus on the verbal and non verbal communication.

112

6.1 Verbal And Non Verbal Communications

6.1.1 Verbal Communications
a) Concept Of Verbal Communications
Verbal communication is the sharing of information, knowledge and ideas
between two or more people by using words. In the classroom, verbal
communication takes place when teacher conveys message orally to the
students. Simply said, verbal communication is what the teacher says to a
student or a group of students.
b) Categories Of Verbal Communications
Generally,

the

two

basic

categories

of

verbal communication

are

interpersonal communication and public speaking (Tracii, 2011) Public

speaking involves one or more people delivering a message to a group of
audience whereas interpersonal communication generally refers to a twoway exchange that involves two or more people talking and listening to each
other. Teachers need both the skills to be able to communicate effectively
with students from different ethnic groups and cultural background.
c) Importance Of Verbal Communication
i)

Building a relationship with the students.

ii)

Sharing informations clearly with the students.

iii)

Correcting students mistakes by telling them wisely.

iv)

Clarifying certain issues teachers and students can clarify an issue

whenever it arises.

v)

Giving feedback regarding students achievement whenever needed

by parents or school administrators.

vi)

Motivate students by giving positive verbal reinforcement as an

indication of teachers support to students behavior.

113

Think and Pair:

Based on your experience, discuss ways in which teachers
can adopt effective verbal communication skills when dealing
with students from multicultural background.
6.1.2 Non Verbal Communications
a) Concept Of Non Verbal Communications
Non-verbal communication is a form of communication without words, where
only body, gestures and facial expressions create or represent meanings
and take the place of words (Keegan, n.d.). It is also known as body
language or messages without words (Manning, Reece, 1992). Even silence
is part of communication, our body talks all the time. Sometimes there is a
big difference between what is said and what our body wants to say, but
listeners can see these mixed body signals and words, and are more likely to
believe in what is seen (Segal, Smith, Jaffe, 2012) than what is heard.
b) Categories of non verbal communications
Non-verbal communication can be divided into four categories: aesthetic,
physical, signs, and symbols (Your Dictionary, n.d) as follows:
i) Aesthetic communication are seen in creative expression which include
branches of art like music, dance, theatre, crafts, art, painting, and sculpture.
Teachers may use these creative expression to enhance the effectiveness of
the teaching and learning process.
ii) Physical communication includes a smile or frown, wink, a thumb up,
touch, smell, salute, gesture, silence and other bodily movements. Teacher
needs to be sensitive with the different gestures of the different cultural
groups. For example a pat on the back for certain cultures would mean a
friendly gesture while it may not be acceptable for other cultural group.
iii) Signs are a more mechanical type of non-verbal communication which
includes lights, horns and sirens and these may vary according to the

114

different cultures. This may be helpful for the teachers to understand the
students religious and socio-economic status.
iv) Symbols of communication are used for religious or personal status
reasons, as well as to build self esteem. This includes jewelry, cars, clothing,
and other things to communicate social status, financial means, influence, or
religion.(Your Dictionary, n.d)
Therefore, teachers need to learn and understand the purpose and meaning
of messages delivered through non-verbal behavior in order to be able to
communicate effectively with students from different ethnic groups.
c) Importance of non verbal communication
The most important thing in communication is hearing what isnt said.(Peter
F. Drucker, n.d).

This means, the way teachers deliver informations to

students convey meaningful messages In fact, nonverbal signals can

increase trust, clarity, and add interest to teachers presentation when
yielded properly.
Think and Pair:
In pairs, describe the different body language, gestures and
facial expressons you have come across in the classroom
that bring different meanings to different ethnic group.
6.1.3 Elements of Communication skills
Communication skills may include some other basic skills. In communication,
some elements are of utmost importance and every communicator should be
aware that communication skills will be incomplete if we rely solely on the
ability to speak. Some elements of skills must be mastered in order for
communication skills of a person to be complete. Among the elements that
need to be mastered in communication skills is as follows:

115

a) Listening Skills
Communication can be more effective to those who are good listeners. Not
everyone can be a good listener. The main goal of listening is to listen
actively and reflectively. Some of the activities that teachers need to show
student that he is listening :
Be open minded; Avoid negative attitudes, prejudices and emotional
feelings. Always have good opinion of others.
Listen actively and reflectively. Stop doing any other work and give full
attention to what being said.
Use eye contact and be more sensitive to gestures of your students.
Show empathy and do not make any judgements.
Be honest. If you are confused and do not understand, be honest tell
students to explain again.
Feed back; Sometime students give feedback by questioning. They just
want to pour out their feelings and did not expect any answers.
Teachers who are sensitive have to refrain from answering questions.
Focus on what is being said. Listen to every word actively.
Be patient when attending students especially students who are
young.
Do not cut the conversation as if students have mentioned the wrong
thing. Instead, teachers should show interest in what is being said by
the student.
Do not be hasty. Avoid giving quick respond because it may affect
students' thoughts and emotions. This is to prevent teachers from
making the wrong interpretation.
Use questioning skills that is using open-ended and close-ended
questions.
Use non-verbal language; friendly expression encourages friendly
relationship. It can build confidence and motivate the students.
Let the student talk freely until the student is satisfied that she/he has
shared the story with others .
116

b) Getting Audiences Attention

Teachers must not

make their listeners bored by his/her talk. Teachers

should make sure that they get students attention during the teaching and
learning process irrespective of their cultural background. Some of the ways
have been discussed.
c) Oral Skills
Children's communication skills grow when children mingle with other
people, either within the family, neighbourhood or in school. This means that
teachers must create a teaching and learning environment that will allow
students from the diverse cultural background to discuss and talk among
themselves in order to develop their oral skills.
d) Message Through Symbols and Artifacts
Artifacts play a role in conveying clear message that could be easily
accepted by society. Verbal skills are also related to the symbol. A society
has a symbol that conveys implicit meaning. Teachers must understand the
meaning of symbols used in an ethnic community. As an example, clothing is
a form of non-verbal communication. The clothing worn can also carry
specific meaning or message. Teachers must understand how to dress
according to dress code. They have to wear appropriate since part of the
teachers image depends on how he/she dresses up

and every teacher

should know how to select an appropriate attire when put in a different

community.
e) Message Through Music and Sounds
Tones or sounds, may it be the sounds of a gong or drum indicates the
identity or the feelings of a community or ethnic group. For the Iban
community, the sounds during the wedding night is believed to be a sign,
whether good or bad and the Iban usually believe it. Similarly, different

117

sounds and music played during

certain occasions will bring different

meanings to different ethnic groups.

6.2 The Importance Of Communication Skills To Teachers
6.2.1 Teachers As Motivators
As a teacher, the most important asset is the ability to deliver, interprete,
analyze

and

respond

effectively

to

message.

Effective

teacher

communication is when his or her ideas and thoughts are understood and
given appropriate responses. They are able to transmit knowledge, skills and
values and at the same time able to communicate their caring attitude for the
students. They motivate students to learn. Thus, the teachers role is not
merely managing the teaching and learning process in the classroom, but it
encompasses other aspects such as connecting with others. Besides this,
delivery of educational content does not only rely on the content taught by
the teacher, but the manner in which it is delivered is very important in
determining the effectiveness of teaching.
6.2.2 Fulfilling The Various Roles
Teachers should also be sensitive to students with

special needs and

students of various ethnic groups. They must ensure that they are able to
deliver the message and the message is understood and accepted by the
students. The importance of teachers communication skills can be seen in
the various roles played by teachers in fulfilling the following roles:
i)

Educator

ii)

Instructor

iii)

Agent of Change

iv)

Leader

v)

Agent of Socialization

vi)

Moderator

Teachers need effective communication skills in fulfilling these roles,

especially when dealing with students from the multicultural background.
118

Therefore,

teachers

need

to play effective

roles

as

cross-cultural

communicators in order to create a classroom environment that encourages

good interpersonal relationships between teachers and students from
multicultural groups.
6.2.3 Reporting To Parents
Teachers must also be able to express themselves both verbally and in
writing in order to report student progress to parents. They need to explain
the strengths and weaknesses of their students so that parents will
understand the message and be receptive rather than defensive. This is
especially important when the teacher conveys a difficult message about the
student's misbehavior or learning problems. The message must be delivered
clearly and with tact and make sure that teachers avoid sensitive issues
while reporting. Teachers must also communicate with parents regularly,
with phone calls and informal notes in addition to formal report cards and
this would need appropriate way of communication especially when dealing
with students from the diverse cultural groups.
6.2.4 Care And Concern
Communication is both receptive and expressive. Teachers must be skilled
at listening to their students as well as explaining things clearly. Teachers
need clarity of thought to present the material. They have to communicate
effectively by transforming the boring into the interesting and having good
presentation skills so that students from all races and cultural background
are able to understand the lesson without any feeling of dissatisfaction.
They must be able to break down complex ideas into simpler parts and
smaller steps to transmit to their students so that they are able to understand
the message. Teachers must also be able to adapt their methods of
communication to all students regardless of their cultural background and
ability or learning style. They need to acquire the skills to "read" their

119

students and adapt to the needs of the individual students from the diverse
cultural background.
In addition, good teachers communicate concern and caring by their tone of
voice and use of body language. They transmit genuine commitment and
affection for their students. Good teachers care about their students'
progress and let their students know it at all times. They learn their students'
names early in the school year and use their names when addressing them.
They get to know their students' hopes, fears and preferences and by doing
so teachers are able to communicate more effectively with their students.
They should also communicate their appreciation for their students by
celebrating their successes and constantly encouraging them. This helps
students feel recognized and validated.
As teachers, awareness of the importance of communication skills in
teaching is vital. They must also realize that all students irrespective of their
cultural background have different levels of strengths and weaknesses.
Thus, through communication skills teachers can introduce creative and
effective ways of assisting the students to enhance the learning process.
Among the communication skills that a teacher must possess so that they
interact appropriately with the students i) Positive Motivation:

In a class, students often have different kinds of

preferences over the subjects taught.

So it is the responsibility of the

teacher to create enthusiasm and enhance students interest towards a

subject. Teachers must also help to remove any fear and inhibitions that a
student may have towards a subject. Teachers can do this by motivating the
students and communicating appropriately with students from the different
cultural background.
ii) Effective Body Language: This is the most powerful communication skill
that a teacher must possess especially when dealing with students from the
diverse cultural background. Good presentation skills include a powerful
body language supported by verbal skills. This can create a long lasting
impression in the minds of the students. Thus, teachers must be sensitive to
120

the different cultural norms among the students so that teachers can
communicate appropriately with the students avoiding sensitive practices
among the cultural groups.
iii) Sense of Humor: A good sense of humor keeps the students active and
interested in the teachers class. A teacher who is boring and lacks humor
doesnt contribute to the overall well being of the students. Yet teachers must
be aware of the sensitive elements of the different cultural practices so that
they dont cause provocation or hurt the students during the teaching and
learning process.
iv) Understanding the Students: Teachers should encourage students to
communicate openly and cultivate a dialogue rather than a one way
presentation. So while solving any kind of problems in the classroom
especially those related to the different cultural practices, it is always wise to
hear the opinions of all students irrespective of their cultural background.
v) Team Formation: This is a good method where teachers can divide the
classroom into small teams consisting of students from the diverse cultural
background and ask them to solve different problems or complete
assignments as a team. This practice will increase not only the interaction
among the students from the diverse cultural background, but also among
the teacher and students.
vi) Technical Skills: It is also important that teachers should be up to date
with all the latest teaching aids like computers, video conferencing and
especially the use of internet. This will also help all students from the diverse
cultural background to keep up their interest in the learning process.
Stop and Ponder:
Based on your experience as a teacher:
i)

Discuss the importance of communication in the various

roles of a teacher as an educator, instructor, agent of
change, leader, agent of socialization and moderator.
ii) Discuss with your partner some of the problems faced
when communicating with your students and colleagues
and ways to encounter these problems.
121

6.3 Language Register And Politeness

6.3.1 Language Register
Nik Safiah Karim (1982, cited from Guru Bahasa Melayu, 2009) considers
language register as the style or the way a language is being used
language register means the language variation chosen by the speaker.
Halliday(1968, cited from Guru Bahasa Melayu, 2009) defined language
register

as

different

language

variations

based

on

its

functions.

Halliday(1968) further explains that, language register varies according to

different situations. For example, we speak differently to our boss than we
do to friends. It reflects the use of language along different continuum. It is
the language style by which the user uses to communicate. Based on these
definitions, it can be summarized that language register is the ability to vary
language style appropriately steering toward a more effective communication
in various social situations.
ii) Dimensions of language register
According to Halliday (1985, cited from Guru Bahasa Melayu, 2009) there
are three dimensions of language register namely the context, strategy and
style of presentation.

The context refers to the subject matter such as

history, science, sports and mathematics.

The type and structure of the

sentence depends on the subject matter. The strategy of presentation refers

to the way it is conveyed whether verbal or non-verbal. Finally, the style of
presentation means the setting of the presentation whether formal or
informal.

Basically, the difference between the two is the language style.

Generally there are two forms of language style, the normal language style
and specific language style. The difference between the two forms of
language style is in the selection of vocabulary, grammar and style of
delivery. Normal language style is used in normal circumstances with no
technical terms, easily understood and are commonly used during informal
setting. While the specific language style is related to specific areas and are
more suitable for formal setting. Abdullah Hasan (1997) divides the language

122

style into several types: general, technical, legal, religious, classic, creative,
children and advertisement.
In order to communicate effectively, there are certain characteristics of
language style that teachers need to be aware of in her/his speech such as
the following:

Accuracy

Precision

Clarity

Therefore teachers need to choose an appropriate language style to

accomodate the level of students understanding. The language style should
be focused on the use of terminologies appropriate to the subject taught to
the students.
6.3.2 Politeness
Politeness is one of the main features in communication skills. According to
Richard J.Watts(2003) to characterize polite language usage, we might
resort to expressions like the language a person uses to avoid being too
direct or language which displays respect towards or consideration for
others Although there is no consensus regarding the definition of language
politeness, it has been generally agreed that language politeness involves
verbal strategies for keeping social interaction friction free. This means,
teachers need to use polite phrases and respectful forms of expressions like
please,

sorry,

and

encourage

students

to

do

the

same

when

communicating with each other. Thus, teachers must also be aware of the
taboos of different ethnic groups. Teachers must be able to exhibit
politeness and practise it during verbal or non verbal communication.
Teachers should master politeness in using language such as selection of
word, using proper phrases,

speaking in the correct context

and using

grammatically correct sentences.

Teachers need to be a role model as good language users and do not allow
students to use incorrect language. Teachers need to know the language
style and strategies used in accordance to the context and situation.
123

Teachers' ability to use polite language, selection of effective words and soft
voice intonation will enable teachers to handle students well. Besides, facial
expression in politeness should be used by the teacher in ensuring effective
communication.

Reflect

Discuss the implications to students if teachers fail to implement

effective communication in teaching in a classroom.
Summary:
This topic discussed the following aspects of communication:
Communication means sending a message either verbally or non
verbally by a person to others resulting in a response from the
recipient of the message(Noriati, Boon, Sharifah & Zuraidah, 2011).
The different categories of communication are verbal or spoken
communication, non-verbal communication, written communication
and visualization. For the purpose of our discussion, we shall focus
on the verbal and non verbal communication.
Verbal communication is the sharing of information, knowledge and
ideas between two or more people by using words. In the classroom,
verbal communication takes place when teacher conveys message
orally to the students. Simply said, verbal communication is what the
teacher says to a student or a group of students.
Generally, the two basic categories of verbal communication are
interpersonal communication and public speaking (Tracii, 2011)
Public speaking involves one or more people delivering a message to
a group of audience whereas interpersonal communication generally
refers to a two-way exchange that involves two or more people talking
and listening to each other.
Teachers need both the skills to be able to communicate effectively
with students from different ethnic groups and cultural background.

124

 Non-verbal communication is a form of communication without words,

where only body, gestures and facial expressions create or represent
meanings and take the place of words (Keegan, n.d.). It is also known
as body language or messages without words (Manning, Reece,
1992). Even silence is part of communication, our body talks all the
time.

Elements of communication skills

o
o
o
o
o

Listening skills
Getting audiences attention
Oral skills
Message through symbols and artifacts
Message through music and sound

Importance of communication skills

o Motivating the students
o Fulfilling the various roles
o Reporting to parents
o Care and concern

.Among the communication skills that teachers must possess in order

to communicate effectively with the students:
o Positive motivation
o Effective body language
o Sense of humour
o Team formation
o Technical skills
Language register is the ability to vary language style appropriately
steering toward a more effective communication in various social
situations. For example, we speak differently to our boss than we do
to friends. It reflects the use of language along the continua of
politeness/bossiness. It is the language style by which the user uses
to communicate.
Teachers need to choose an appropriate language style to
accomodate the level of students understanding. The language style
should be focused on the use of terminologies appropriate to the
subject taught to the students.
Politeness is one of the main features in communication skills.
According to Richard J.Watts(2003) to characterize polite language
usage, we might resort to expressions like the language a person
uses to avoid being too direct or language which displays respect
towards or consideration for others Although there is no consensus
125

regarding the definition of language politeness, it has been generally

agreed that language politeness involves verbal strategies for
keeping social interaction friction free.
This means, teachers need to use polite phrases and respectful forms
of expressions like please, sorry and encourage students to do the
same when communicating with each other. Thus, teachers must also
be aware of the taboos of different ethnic groups.

Refer to the list of books for further readings:

Bonvillain, N. (1993). Language, culture and communication: The meaning of
messages. Englewood Cliffs, NJ: Prentice Hall. Retrieved from
Preparing Teachers for Muliticultural Classrooms, Ines Marquez
Chisholm, The Journal of Educational Issues of Language Minority
Students, v14 p. 43-68, Winter 1994,
http://www.edtechpolicy.org/ArchivedW ebsites/chisholm.htm
Goodfellow,R.& Lamy,M.M.(1999). Reflective conversation. In The virtual
classroom language learning and technology,2. Retrieved from
http://polyglot.cal.msy.edu/llc/ vol2 num2/article2/index.html
Guru Bahasa Melayu,(2009). Laras Bahasa Melayu. Dipetik dari
http://gurubahasamelayu.blogspot.com/2009/07/laras-bahasamelayu.html
Hall, E. T. (1989). Unstated features of the cultural context of learning. The
Educational Forum, 54 (1), pp. 21-34. Retrieved from Retrieved from
Preparing Teachers for Muliticultural Classrooms, Ines Marquez
Chisholm, The Journal of Educational Issues of Language Minority
Students, v14 p. 43-68, Winter 1994,
http://www.edtechpolicy.org/ArchivedW ebsites/chisholm.htm
Halliday,M.A.K.(1973). Exploration in the function of language.
London:Edward Arnord,
Keegan. (n.d.). Nonverbal communication. Retrieved from
http://library.thinkquest.org/04oct/00451/nonverbalcom.htm
Manning, G. L., & Bruce, L. R. (1992). Selling today: An extension of the
marketing concept. Boston: Allyn & Bacon.

126

Noriati, A.R., Boon,P.Y.,Sharifah Fakhriah & Zuraidah. A.M.(2011). Budaya

dan pembelajaran. Shah Alam: Oxford Fajar Sdn Bhd.
Peter F. Drucker, n.d retrieved from http://www.ethos3.com/speakingtips/the-importance-of-non-verbal-communication/
Salhah Ainon Mohd Abdullah.(2005) Teachers as Professional Mentor.
Kuabtan : PTS
Segal, J., Smith, M. A. & Jaffe, J. (2012). Nonverbal Communication.
Retrieved from
http://www.helpguide.org/mental/eq6_nonverbal_communication.htm
Tracii Hanes(2011). What is Verbal Communication. Retrieved from
http://www.livestrong.com/article/150573-what-is-verbalcommunication/
Your Dictionary(n..d.). Retrieved from
http://examples.yourdictionary.com/examples-of-non-verbalcommunication.html

'

127

ACTION PLAN TO CREATE CULTURALLY

FRIENDLY ENVIRONMENT

TOPIC 7

Synopsis:
This topic explains the various ways to create a culturally friendly
environment. It discusses the planning and implementation of action plan for
the aborigines, indigenous group and people in the interior. The discussion
is mainly focused on the infrastructure, skills and entrepreneur training,
religious development and literacy education.
Learning Outcomes:
1. Discuss the planning and implementation of action plan for the
aborigines (Orang Asli), indigenous group and people in the interior
focusing on the infrastructure, skills and entrepreneur training,
religious development and literacy education.
2. Explain the various ways to create a culturally friendly environment.

Introduction
Since independence, the Malaysian government has taken the move to plan
and implement comprehensive development programmes not only for people
in the urban areas, but also for the rest of the minority groups including the
aborigines (Orang Asli), indigenous groups and people in the interior by
providing

infrastructure,

skills

and

entrepreneur

training,

religious

development and literacy education. However, educational development in

the early stages focused more in the construction of schools in urban and
major economic growth areas. These schools were equipped with adequate
facilities and equipment, well-trained teachers and adequate resources for
teaching and learning. On the other hand, schools in the rural areas suffered
from various shortcomings especially in infrastructure and services such as
buildings, Information and Communication Technology (ICT) and lacking in
128

trained teachers. As such, there exists an inequality or imbalance between

schools in rural and urban areas in terms of infrastructure, facilities, materials
and trained staff. Due to the wide education gap , the main focus of the
education sector was efforts to ensure more students will be able to be
given education as compared to the quality of education provided.
Such trends of educational development left an impact on some
communities, such as the Orang Asli, indigenous groups and rural people
who are comparatively still behind in the mainstream of the education
system. They should be given opportunities to have access to education
and changes in the national education system to ensure the realisation of
the Educational Development Blueprint (PIPP). This is due to the fact that
realisation of the plan is the commitment of all parties to narrow down the
gap between rural and urban areas. The strength and cooperation of non
government agencies and the Education Ministry in narrowing the gap was
given emphasis.
Thus, efforts have been made to bring about changes to the lives and
various educational facilities provided for the Orang Asli, indigenous and
people form the interiros. PIPP is one of the initiatives by the government to
create a culture-friendly environment . Hopefully, this noble initiative will help
bring about changes in the lives of the

Orang Asli, Indigenous and the

people in the interiors.

Activity
Based on your readings, list down the features of the Orang Asli,the
indigenous people and people in the interior regions of Malaysia
Complete the following table.

129

LIST THE FEATURES OF THESE GROUP OF PEOPLE

ORANG ASLI

INDIGENOUS

INTERIOR

7.1

Planning and Implementing Action Plan for the Orang Asli,

Indigenous Group And Interior of Malaysia

7.1.1 Orang Asli Who are they?

According to Colin Nicholas(1997), the Orang Asli are the indigenous
minority peoples of Peninsular Malaysia. It is a collective term introduced by
anthropologists and administrators for the 18 sub-ethnic groups generally
classified for official purposes under Negrito, Senoi and Proto-Malay. The
Orang Asli population grew at a rate of almost 2.3% per year between 1969
to 1994 (Department of Social Welfare, 1997, cited in Kamarulzaman
Kamaruddin, Osman Jusoh,2008).

According to the Annual Report of the

Department of Orang Asli Affairs (JHEOA) in 2006 there were about 147,412
Orang Asli living in 869 villages representing 0.6% of the national
population(Kamarulzaman, et. al., 2008).These villages are located at
several areas 2% at the existing towships, 61% at the outskirt of the rural
areas and 37% are in the remote areas(Mason & Ariffin, 2005; cited in
Kamarulzaman et. Al., 2008). However, 76.9% of the Orang Asli population
remains below the poverty line.
7.1.2 Action Plan for The Orang Asli
Based on the information, it can be seen that the Orang Asli, being the
minority group are mostly located in the outskirts. In fact during the early
130

years, they have been living in isolation and deprived of proper education
and health. Nevertheless, since independence the government has
embarked on a comprehensive development programme in the effort to
develop the Orang Asli community. The seven initiatives taken to raise the
educational attainment of Orang Asli(The Sun Daily, 21 Jun 2012) under the
Orang Asli Education Transformation Programme are listed as follows:
i)

strengthen administration at the school, district education office,

state education department and ministry level;

ii)

putting in elements of basic vocational education in lower

secondary schools;

iii) reduce the dropout rate of Orang Asli students by 6% each year;
iv) increase the intake of Orang Asli students for the Bachelor of
Teaching Special Programme;
v)

improve the infrastructure for Orang Asli education;

vi) strengthen collaboration with strategic partners;

vi) create a performance detection system for schools and Orang Asli
students.
The action plan for the educational development of the Orang Asli was
given priority by the government in collaboration with the Orang Asli
Welfare

Department

(JHEOA) and Ministry of Rural and Regional

Development (MRRD).
The objective of the Action Plan for Educational Development is to
provide programmes and activities related to the needs of the various
groups of the Orang Asli as follows:
i)

Pre-school Stage

(5-6 years)

ii)

Primary Level

(7-12 years)

iii)

Secondary Level

(13 -18 years)

iv)

Tertiary level
131

First Stage: Pre-School Children from 5 to 6 years

The students are provided with a solid foundation before they attend
formal education.
The Orang Asli children are prepared and trained in terms of
emotional and social skills to be ready to face changes and
challenges that they will face when they attend school.
Second Stage: Children from 7 to 12 years
Orang Asli children are provided with a solid foundation in basic
literacy.
They are also exposed to basic skills such as thinking skills, basic
concepts of science, art and recreation. In addition, they are instilled
with good values for the development of the cognitive and affective
domains in line with the National Philosophy of Education.
Third stage: Pupils from 13-18 years
This stage comprise of a comprehensive educational programme
where emphasis is placed on critical and creative thinking and the
main focus is the acceptance of various aspects of knowledge.
Tertiary level: Education After Secondary Education
This stage is mainly to develop the cognitive domain where Orang
Asli children will be introduced to creative and critical thinking skills
(CCTS) in order to produce innovative students who will be able to
compete globally.
The government also focused on the drop outs group, mainly consisting of
youths and parents who never attended school so that they are aware of the
importance of education.

Skills training appropriate to their interests and

abilities was introduced so that they can enter the labour market and get the
job that suit their abilities.

In fact all levels of Orang Asli are given the

132

opportunities such as skills training, entrepreneurship, development of the

mind, religious and spiritual education, functional literacy education and
literacy programme for iliterate adults.
7.2 Program Implemented By Government
The implementation of these action plans are carried out by various
government agencies. Under JHEOA Education Incentive Assistance
Scheme, fund is allocated for primary schools, secondary schools and
institutions of higher learning (IPT) students in order to ease the burden of
Orang Asli parents. Here are some of the government's assistance provided
for the Orang Asli:
School fees
Monthly test papers
School sports
Islamic and moral education activities
Majlis Sukan Sekolah Menengah (MSSM)
School Assistance
Exercises books, workbooks and stationery
School uniforms
Daily needs of students staying in hostels
Student transport fare
Food supplement for pupils in rural schools
In order to raise the interest of the Orang Asli children in education, the
government

has increased the budget to cater

for the co-curricular

activities, Supplementary Food Programme (RMT) and cultural activities.

Besides, Non-Governmental Organisations (NGOs) also played a role in
developing the well being of the Orang Asli with greater focus on
programmes and projects that can lead to a change in their mindset.
133

However, one must realise that while financial assistance is much needed in
advancing the Orang Asli, it is not the only critical success factor.

The

government may introduce various policies and programmes, or allocate

millions of dollars for the purpose of Orang Asli Education, but ultimately it
requires the existence of enabling factors in order to succeed. A recent
study by Tikly and Barret (2010, cited in Mohd Asri, 2012) suggests that a
good quality education arises from interactions between 3 enabling
environments: policy, the school and the home and community. Hence, it is
important that everyone involves is clear of the programmes and policies
introduced

by

the

government.

This

will

not

only

overcome

the

implementation gap between the national policy and local level practice, but
also close the expectation gap between the outcomes of education and
what the communities expect education to deliver.

In fact, with the

involvement and support from all, it is not impossible to advance the Orang
Asli in Malaysia. Other challenges that the government faced in an effort to
provide educational opportunities for the Orang Asli are:
high commitment from the officers of JHEOA and government
agencies
acceptance and active participation of the Orang Asli
provision of adequate budget
close cooperation among the ministries, government agencies,
NGOs, private companies and consultants is needed.
Based on the informations, it shows that the government has taken several
steps to develop the Orang Asli.

The government has improved the

infrastructure of their villages and ensure better infrastructure for the Orang
Asli Schools.

Apart from that the government has also provided literacy

education and skills and entrepreneur training for the Orang Asli children and
adults.

Last, but not least, the government also paid due attention to the

religious development of the Orang Asli.

134

Stop and Reflect

The Malaysian government has taken various measures to
Improve the living of Orang Asli. Discuss these measures.
To what estent have these measures been effective and have
helped improve the life of the Orang Asli

7.4 Action Plan For The Indigenous Group

7.4.1 Indigenous Group: Who are they?
While the Orang Asli are the indigenous people of Peninsular Malaysia, in
Sarawak, the indigenous people are collectively called Orang Ulu or Dayak
and include the Iban, Bidayuh, Kenyah, Kayan, Kedayan, Murut, Punan,
Bisayah, Kelabit, Berawan and Penan. (The Indigenous World, Malaysia,
n.d.). In Sabah, the 39 different indigenous ethnic groups are called natives
or Anak Negeri and the main groups are the Dusun, Murut, Paitan and
Bajau. (The Indigenous World, Malaysia, n.d.)

The Ministry of Education has taken great effort to democratize the

opportunity of quality education for the different cultural and socio-economic
groups in the country including the indigenous group in all parts of Malaysia
in line with challenges in the 4th core of the

Education Development

Blueprint.(PIPP) which is to narrow the education gap. This is to ensure that

students are not left behind in the educational development trend in our
country.
In order to cater for children's learning among the indigenous group, the
Ministry of Education has redefined its priority to meet the needs of schools.
This is designed to avoid children of the indigenous group from being left out

135

of the mainstream of education and in order to narrow the gap between rural
and urban students.
Among the measures taken by the Ministry of Education in redesigning the
schools for the indigenous groups are as follows :

Good infrastructure facilities

Hostel facilities

Well equipped classroom

Quality teaching materials

Special "outreach" education

Committee members visitation to handle education issues of Orang

Asli and Indigenous children

Daily needs such as medicines for hair, inspection of teeth, house

visits, registration of Orang Asli and Indigenous children, give talks,
encourage saving and etc.

7.5 Action Plan For The People In The Interior Regions

Realising the need to address the problems of achievement and quality
education among marginalized children in rural and interior areas, the
Malaysian government has expanded educational provision through various
initiatives/programmes which include:

Improvement of physical facilities.

establishment of residential schools especially for the poor

children

setting up of rural hostels for chronically poor students and

providing them with diet which they really need and generally
provide a more conducive environment for learning (Azizah &
136

Sharifah, 1991, cited in Azizah Abdul Rahman, Sharifah Md Nor,

Halimatun Halaliah & Faridah Halimi, 1993)

textbook loan scheme to make sure that all students in the rural
areas especially the disadvantaged students get access to the
textbook.

providing Supplementary Food Programme which has

contributed towards improved percentage of attendance in
schools (Azizah et.al. 1993)

financial assistance to deserving students in the form of

scholarship.

providing funding and technical support to assess the

effectiveness of additional reading programme - providing
reading materials (Sabah & Sarawak)

creating programs like Life Skills Based Education (LSBE)

early Intervention Programme for basic literacy (KIA2M) from

2006.

in 2005 the MOE expanded pre-school education in rural and

remote areas

Stop and Reflect

What are the challenges faced by the Ministry of Education in
the effort to narrow the education gap between the rural and
urban communities?

7.6 Steps Taken By The Government To Improve Education In The

Interiors Of Sabah And Sarawak
Based on the discussion, it is evident that the government has taken several
iniatives to improve the living of the Orang Asli, the indigenous group and
those living in the interior regions of Malaysia. All these initiatives are taken
to ensure that these groups of people are not left behind and remain
backward socially, economically and in the field of education. Besides, it is
also hoped that they are able to enjoy all the benefits and privileges by other
137

communities in all parts of the country. Other than providing them with the
basic needs in the schools with water supply and electricity. Besides that, the
government also give priority to some of the aspects such as the following:

Provide additional classroom for pre school children

Additional of 17,500 computers

Building of new schools in Sabah and Sarawak

Building new hostels and up grading

Web TV for 5869 schools in the rural areas

Teleconference facilities for 500 schools

Satelite telephone for 200 schools

Wireless fax for 200 schools

Workshops for vocational subject

Increase in number of remedial classes that is 5,077

Building 3,438 houses for teachers

Intervention program for students

Allowances for teachers teaching in the interiors areas

Supplementary food that involves 55,000 school students

7.7 Agencies Involved In Implementation Of Educational Development

Program In The Rural Areas
In an effort to plan and implement educational programs and projects,
Ministry of Education has involved some sectors such as:

Public Service Department

Malaysian Treasury

Economic Planning Unit

Implementation Coordinating Unit

State Government

Local Government

District Office
138

Land Office

Ministry of work

Ministry of Transport

Royal Police Malaysia

Fire Department

National Unity Department

Environment Department

National Anti Drug Agency

Ministry of Culture, Art and Heritage Malaysia

7.8 Ways To Create A Culturally Friendly Environment

Based on the discussion, it is evident that the government has taken several
iniatives to improve the living of the Orang Asli, the indigenous group and
those living in the interior regions of Malaysia. All these initiatives are taken
to ensure that these groups of people are not left behind and remain
backward socially, economically and in the field of education. Besides, it is
also hoped that they are able to enjoy all the benefits and privileges by other
communities in all parts of the country. Other than providing them with the
basic needs in the respective areas where they live, we also find that the
Orang Asli, the indigenous people and children in the interior regions attend
schools with other students from multicultural backgrounds. This means that
there must be a continuous effort to improve the teaching and learning
environment and create a culturally friendly environment to cater the needs
of all students including the indigenous people and those chronically poor
students living in the interior regions, Among the ways to create and foster a
culturally friendly environment are as follows:
7.8.1 Nurturing national consciousness among multi-ethnic society as an
example introducing the concept of 1Malaysia by Datuk Seri Najib Razak
when he took office as the prime minister in 2009. According to Najib,

139

1Malaysia is to unite all Malaysians regardless of race and religion as a

single entity.
7.8.2 Implementation of special programs that can create culturally friendly
environment for example the implementation of the Student Integration
Plan for Unity(RIMUP) to encourage teachers, students and parents from
different schools to be involved in activities together (The Star online, 2007,
July 25). The RIMUP programme achieves unity through five factors namely
academic, traditional sport, culture, co-curriculum and community activity.
This is to promote understanding and unity and thus create a culturally
friendly environment.
7.8.3 Teachers role in managing diversity
i) involving students in multicultural activities
ii) showing appreciation in differences
iii) avoiding stereotypes
iv) discovering diversity within the classroom
v) evaluation method which suits the needs of multiculturalism among
the students
vi) appropriate teaching methods and strategies to fulfill the needs of
students diversity
7.8.4 The use of Bahasa Melayu as the official language this initiative
started with the Bahasa Kebangsaan week and it was launched as Bulan
Bahasa Kebangsaan since 2009. Bahasa Melayu is the identity of the
Malaysians and the language of unity(Borneo Post online, 2012, October 8)
This helps narrow the gap between the diversified cultural groups of students
and the use of a common language may promote understanding among
students from different cultural backgrounds and thus create culturally
friendly environment.

140

Stop and Reflect

Based on your experience, discuss in your group(4-5 persons)
other ways to create a culturally friendly environment.
As a
teacher, discuss your roles if you are placed in a school in the
interior regions or a school with indigenous students and very
poor students.
Summary:
This topic discusses important aspects such as:

Existence of inequality or imbalance between schools in rural and

urban areas in terms of infrastructure, facilities, materials and trained
staff left some impact on some communities, such as Orang Asli,
indigenous and
people from the interior regionswho are
comparatively still behind in the mainstream of the education system,
thus creating a wide gap.

Due to the wide gap in education, the development plan has set a
priority in the education sector to
focus
more in providing
opportunities to learn to students who have been deprived of such
opportunities.
They should be given the opportunity to receive
education and benefit from the changes in the education system.

The Orang Asli are the indigenous minority people of Peninsular

Malaysia. The name is a Malay term which literally means 'original
peoples' or 'first peoples.' (Colin Nicholas,1997)
To narrow the gap in education, the government saw the need of
taking several action plans for the various groups namely the Orang
Asli, the indigenous group and students from the interior regions.
Among the initiatives taken to raise the educational attainment of
Orang Asli(The Sun Daily, 21 Jun 2012) under the Orang Asli
Education Transformation Programme are listed as follows:
i)

strengthen administration at the school, district education

office, state education department and ministry level;

ii)

putting in elements of basic vocational education in lower

secondary schools;
iii) reduce the dropout rate of Orang Asli students by 6% each
year;
iv) increase the intake of Orang Asli students for the Bachelor of
Teaching Special Programme;
v) improve the infrastructure for Orang Asli education;
141

vi) strengthen collaboration with strategic partners;

vii) create a performance detection system for schools and Orang
Asli students.

The action plan for the educational development of the Orang Asli
was given priority by the government in collaboration with The Orang
Asli Welfare Department (JHEOA) and Ministry of Rural and Regional
Development (MRRD):

The objective of the Action Plan for Educational Development is to

provide programmes and activities related to the needs of the various
groups of the Orang Asli as follows:
i) Pre-school Stage

(5-6 years)

ii) Primary Level

(7-12 years)

iii) Secondary Level

(13 -18 years)

iv) Tertiary level

All levels of Orang Asli are given the opportunities such as skills
training, entrepreneurship, development of the mind, religious and
spiritual education, functional literacy education and literacy programme
for illiterate adults.

Some of the government's assistance provided for the Orang Asli:

School fees

Monthly test papers

School sports

Islamic and moral education activities

Majlis Sukan Sekolah Menengah (MSSM)

School Assistance

Exercises books, workbooks and stationery

School uniforms

Daily needs of students staying in hostels

Student transport fare

Food supplement for pupils in rural schools

142

 Defines the indigenous people as the Orang Asal comprising of the

Orang Asli in the Peninsular Malaysia and other ethnic groups from
Sabah and Sarawak.
Among the measures taken by the Ministry of Education in redesigning
the schools for the indigenous groups are as follows :
Good infrastructure facilities
Hostel facilities
Well equipped classroom
Providing quality teaching materials
Special "outreach" education

Malaysian government has expanded educational provision

through various initiatives/programmes which include:
improvement of physical facilities.
establishment of residential schools especially for the
poor children
setting up of rural hostels
textbook loan scheme
providing Supplementary Food Programme
financial assistance to deserving students in the form of
scholarship.
providing funding and technical support
creating programs like
(LSBE)

Life Skills Based Education

early Intervention Programme for basic literacy (KIA2M)

from 2006.

Ways to create a culturally friendly environment

Nuturing national consciousness among multi-ethnic
society
for example introducing the concept of
1Malaysia
Implementation of special programs that can create
culturally friendly environment for example the
implementation of the Student Integration Plan for Unity
(RIMUP)
143

 Teachers role in managing diversity

i) involving students in multicultural activities
ii) showing appreciation in differences
iii) avoiding stereotypes
iv) discovering diversity within the classroom
v) evaluation method which suits the
multiculturalism among the students

needs

of

vi) appropriate teaching methods and strategies to fulfill

the needs of students diversity
The use of Bahasa Melayu as the official language

References:
Azizah Abdul Rahman, Sharifah Md Nor, Halimatun Halaliah &
Faridah Halimi, (1993).Teachers in Rural Primary Schools: A
Study of their Perceptions on Teacher Preparation, School
Environment and Parental Involvement. Pertanika. J. Soc. Sci. &
Hum. 1(1): 27-40(1993)
Borneo Post online (2012).National Language Month Launched
Retrieved from
http://www.theborneopost.com/2012 /10/08/
national -language-month-launched/
Eleanor Goroh, Orang Asal, Jenn, BANIE(2008). Jaringan Orang
Asal SeMalaysia. Retrieved from http://orangasal.
blogspot.fr/search?updated-min=2008-0101T00:00:00%2B08:00&updated-max=2009-01- 1T00:00:00 %
2B08:00&max-results=4
Jabatan Hal Ehwal Orang Asli. Pelan Tindakan Pembangunan
Pendidikan Masyarakat Orang Asli di Pinggir bandar.
Retrieved
10
Sept.
2012from
http://www.Jheoa.gov.my/web/guest/29.
Kamarulzaman Kamaruddin, Osman Jusoh(2008).Educational Policy
& Opportunities of Orang Asli:A Study on Indigenous People in
Malaysia. Retrieved from
http://www.hraljournal.com/Page/11%20Kamaruddin.pdf
144

Kementerian Pendidikan Malaysia.(2008). Modal insan

cemerlang: Minda kelas pertama.Kuala Lumpur:KPM
Mohd Asri Mohd Nor(n.d.).Advancing the Orang Asli through
Malaysias Clusters of Excellence Policy. Journal of
International & Comparative Education, 2012, Volume 1, Issue
2 ISSN 2232-1802. Retrieved from
http://crice.um.edu.my/downloads/2Asri.pdf
Norasmah
Othman,
Mohd
Hasril
Amiruddin
&
Mazura
Mansor(2011).The Entrepreneurial Behaviour of Orang Asli
Youths in South Peninsular Malaysia. International Journal of
Education and Information Technologies, Issue1, Volume 5.
Retrieved from http://shonen.naun.org/multimedia /NAUN/
educationinformation/19-627.pdf
Noriati, A R.,Boon, P.Y., Sharifah Fakhriah & Zuraidah A. M.(2011).
Budaya dan pembelajaran. Shah Alam: Oxford Fajar Sdn Bhd.
The Star online(2007). RM25.8m for Student Integration Plan for
Unity. Retrieved from http://www.thestar.com.my/story/ ?file =%
2 F2007%2F7%2F25%2 southneast%2F18344122& sec=south
neast

145

PANEL PENULIS MODUL

PROGRAM PENSISWAZAHAN GURU PENDIDIKAN RENDAH
(CULTURE AND LEARNING )
NAMA
DR RAJAGOPAL A/L
PONNUSAMY
Pensyarah
IPG Kampus Ilmu Khas
Cheras, Kuala Lumpur
varshini150657@gmail.com

DR BOON PONG YING

Pensyarah
IPG Kampus Bahasa
Antarabangsa
59200 Kuala Lumpur
boonpongying@gmail.com
ASIAH BINTI PARIEKUTTY
Pensyarah
IPG Kampus Bahasa
Antarabangsa
59200 Kuala Lumpur
asiah.pariekutty@gmail.com
AWAB BIN SAID
Pensyarah
IPG Kampus Bahasa
Antarabangsa
59200 Kuala Lumpur
awabsaid55@gmail.com
ROJIAH BINTI ABDULLAH
Pensyarah
IPG Kampus Bahasa
Antarabangsa
59200 Kuala Lumpur
rojiah60@yahoo.com

KELAYAKAN
KELULUSAN:
Doktor Falsafah ( Pedagogi & Kurikulum), UKM
Sarjana (Pendidikan), UM
Ijazah Sarjana Muda dengan Kepujian (Sejarah), UKM)
PENGALAMAN:
Pensyarah Ilmu Pendidikan IPG (13 tahun)
Guru Sekolah Menengah (9 tahun)
Guru Sekolah Rendah (4 tahun)
KELULUSAN:
Doktor Falsafah (Pengujian Dan Penilaian
Pendidikan), UKM
Sarjana Sains ( Pengujian, Pengukuran Dan Penilaian
Pendidikan), UKM
PENGALAMAN:
Pensyarah Ilmu pendidikan IPG (30 tahun)
Guru Sekolah menengah (5 tahun)
KELULUSAN:
Sarjana Psikologi Pendidikan, UM
Sarjana Muda Sejarah, UM
PENGALAMAN:
Pensyarah Ilmu Pendidikan IPG (22 tahun)
Pensyarah Kokurikulum IPG
(6 tahun)
Guru Sekolah Menengah
(6 tahun)
Penempatan Sekolah Rendah (3 bulan)
KELULUSAN:
Sarjana Pentadbiran Pendidikan, UM
Sarjana Muda Pengajaran Bahasa Melayu, UPM
PENGALAMAN:
Pensyarah Pengajian Profesional IPG (7 tahun)
Guru Sekolah Menengah ( 27 Tahun)
KELULUSAN:
Sarjana Pendidikan (Bimbingan &Kaunseling),UTM
Sarjana Muda Sains serta Pendidikan (Bimbingan &
Kaunseling), UTM
Diploma Bimbingan & Kaunseling, MPS Miri
Sijil Perguruan Pengajian Bahasa Melayu &Sejarah
MPBL
PENGALAMAN:
Pensyarah Ilmu Pendidikan (11 tahun)
Guru Sekolah Menengah (20 tahun)

146

NAMA

KELAYAKAN

SUGUNA A/P SANKARAN

Pensyarah
IPG Kampus Bahasa
Antarabangsa
59200 Kuala Lumpur
sugunanair71@gmail.com

HALIMATUN BINTI MD YUSOF

Pensyarah
IPG Kampus Bahasa
Antarabangsa
59200 Kuala Lumpur
halimatun57@gmail.com

KELULUSAN:
Sarjana Pengurusan Pendidikan, UM
Sarjana Muda Pendidikan Awal Kanak Kanak, UM
Sijil Perguruan Pengajian Bahasa Inggeris, MPRM
PENGALAMAN:
Pensyarah Ilmu Pendidikan (8 tahun)
Guru Sekolah Menengah (5 tahun)
Guru Sekolah Rendah (5 tahun)
Guru Prasekolah (1 tahun)
KELULUSAN:
Sarjana Sains ( Biologi pemuliharaan)
Sarjana Muda Sains dengan Keppujian (Biologi)
Sijil Perguruan Ilmu Hisab, MPSI
PENGALAMAN
Pensyarah Ilmu Pendidikan IPG (14 tahun)
GuruSekolah Menengah (14 tahun)
Guru Sekolah Rendah ( 8 tahun)

ICON
Interval

Discussion

Reading Materials

Reference

Exercise

147

Preparing notes /Activity

Check list
Internet
User Guide
Gathering Informations

Tutorial
Think
End

148