1.

0 Introduction
Malaysia is a multi-cultural society. The main ethnic groups are the native Malays as well
as large populations of Chinese, and Indians. The findings of a study carried out by Salfarina,
Mohd Zaini and Azeem Fazwan (2009) 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. Thus, 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 the diverse ethnic groups in
the classroom. In order to accomplish this role, teachers themselves must believe in the
importance of creating a healthy multicultural environment which treats everyone as equals.

2.0 The Development of Culture-Friendly Environment in the Classroom

2.1 Teaching and Learning Activities
Legendary writer Maya Angelou once said that in diversity there is beauty and there is
strength. This is true even in a multicultural classroom. For any child the classroom is a second
home where they spend half their time learning, communicating, playing, building relationships,
forming an identity and forging a unique place for themselves. This makes it even more
important for a teacher to understand the dynamics of diversity such as ethnicity, race,
language, culture, education, religion, socio-economic standards of the students in the
classroom. The success of a multicultural classroom can be studied by the advancement of the
educational goals of all the students, and the fostering of a supportive and respectful teaching
environment. In order to achieve the success of a multicultural classroom, teachers need to
have diversity of teaching and learning activities in the classroom which can culture-friendly
environment in the classroom among the students.
First of all, before having the activities, teachers need to be aware of the learning style in
the classroom. Every culture has its own way of imparting knowledge which may be remarkably
different from the dominant culture into which a child is thrust. Take for example East Asia:
students from China, Japan and Korea are used to a teacher-centric, book oriented, rote
memory learning style. The students themselves are introverted and are uncomfortable with
public touch and intense displays of opinions or emotions. Students from countries such as
India, Bangladesh, Pakistan and Sri Lanka will look to the teacher for constant guidance, and
accept everything the teacher says as absolute truth. On the other hand, students from
progressive western cultures are more comfortable with asking questions, challenging
information, and communicating their displeasure with the teacher or the lesson. A teachers
openness to and acceptance of the varied learning styles can make teaching in the classroom a
more tolerant, inclusive and cohesive experience.
Next, teachers should encourage diversity rich activities in the classroom. For example,
teachers can create their own classroom library and encourage each child to contribute one
book from their culture or their background to the library. Then, the students can take turns
reading the books about different culture in Malaysia from the library and have an open
discussion about the content with the teacher and other students. Through the activity of sharing
the book from different cultures, the students can gain more new knowledge about different
cultures in Malaysia. By having that knowledge, the students will be more aware towards other
2

cultures and they will respect their friends from different cultures and try to avoid sensitive
issues related to the culture in the classroom. From this activity, it can create tolerance among
the students from different cultures. By having tolerance in the classroom, the students will feel
more accepted to be in the multiracial classroom. This clearly can create a culture-friendly
environment in the classroom.
In addition, teachers can plan a cultural exchange unit where students are asked to bring
in something that reflects their heritage or their cultures. This could be a piece of handicraft,
food and traditional clothing. In this activity, the students will have to share their handicrafts,
traditional foods with their friends from different cultures and they also can show their traditional
clothes in the classroom. This activity is vey interesting because the students can share their
culture background in term of food, handicraft and clothes. By sharing foods and their cultures,
the students will be closer to each other because they already know their friends background.
This will create sense of acceptance among the students in the classroom. By having sense of
acceptance among the students from different cultures and background, they will create a
harmony classroom and at the same time the teachers manage to create a culture-friendly
environment in the classroom through this activity.
Besides that, in order to create a culture-friendly environment in the classroom, teachers
can organize trips to museums or galleries which show and explain about different cultures in
Malaysia. This is another way for students to come into contact with the history and art of
different cultures and ethnics in Malaysia and learn a great number of things from there. Some
museums and galleries even offer hands-on experiences for the students, so they can create
things they can even take home with them. This will be a great experience for the students
where they can learn about different cultures in Malaysia and at the same time they can practice
the cultures in the museum also. This will strengthen the students knowledge about the
multicultural in Malaysia.
As a conclusion, there are many opportunities in class where we can present
multiculturalism to our students. As long as we avoid stereotypes and over generalizations,
students can benefit a great deal from learning about people and the countries they come from.
The most important thing they will have learned, however, will be how beautiful diversity is. Hold
these awareness activities on a regular basis, especially at the start of a school year, so that
what is considered different becomes something familiar and exciting to the students.
2.2 Teaching and Learning Materials
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Teaching and learning materials are very important aspect that needs to be considered
by teachers before teaching and learning session in order to create a culture-friendly
environment in the classroom. Teaching and learning management begins with the planning and
preparation of appropriate teaching materials. A creative teacher will adapt teaching aids with
the lesson so that students can easily master a complex abstract concept. This is acknowledged
by Mayer & Gallini (1990) who argue that "teachers should clearly explain and give examples
related to improving the effectiveness of teaching".
The use of effective and appropriate teaching aids is very important to help teachers
explain difficult and abstract concepts to students. The use of teaching aids can help to explain
a concept. Among the examples of teaching aids that are often used are materials such as
photographs, graphics, mind maps, diagrams, radio, computer, video, flash card, diagrams,
newspapers, magazines, audio visual aids, model, prototype or historical materials. The
selection of appropriate teaching aids is very important to enable teachers to use them to
explain abstract concepts effectively. Besides that, teachers should be aware of cultural issues
in Malaysia. Teachers should avoid from using sensitive teaching materials which can humiliate
the students cultures or backgrounds. This can avoid the teachers from being bias towards the
students who are not from the same race as the teachers. By using suitable teaching materials
in the classroom, teachers can create an interactive lesson and at the same time the culturefriendly environment can be established in the classroom.
In addition, teachers also need to select materials from the right resources. Teachers
should avoid from choosing sources which can give negative influences to the students such as
the teachers use an article about politics as a reading material. This is not suitable for the
students especially the primary students. All this information can influence their minds, so
teachers should select materials from suitable sources such as textbooks, reference books, the
Internet, information newspapers, magazines, radio and television, and journals. Sources that
are accurate, appropriate, and sufficient can challenge students' minds and inspire their interest
to understand the subject better. Before using the sources, teachers should check and adapt
first the sources so that the materials will not destroy the culture-friendly environment that
teachers have created in the classroom. Thus, in the planning stage, it is important for the
teacher not only to obtain sufficient

information from various sources before starting each

lesson but the selection of the teaching and learning resources has to be appropriately done.
2.3 Classroom Management
A teacher is 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
4

environment. According to Salhah Abdullah (2006), the teacher as a facilitator plays the role as
planners, managers and implementers have guided systematic management. Management
involves the processes of planning, implementing, evaluating and taking initiative to improve the
process.
On top of that, in order to create a friendly cultural environment in a multicultural
classroom, teachers need to stay alert and aware of surrounding situation. Teachers should be
aware of their surrounding especially the students. Teachers need to be able to meet the needs
of students of varying abilities and cultures within the same classroom. Even though many
teachers would like to be able to teach a class of students with similar background knowledge
and motivation, this rarely if ever happens. Therefore, teachers have the responsibility to vary
instruction and enable all students an opportunity to learn. Teachers have to take the students
interests into consideration while teaching them. When the students look bored, teachers should
prepare with interesting activities so that the students will not feel bored to continue learning the
lesson that the teachers carry out. When the students feel motivated to learn, then lesson can
be carried out effectively.
Besides that, teachers also should be systematic in planning the lesson and evaluating
the students. This is a criterion that can ensure the effectiveness of classroom management.
Teachers must be organized. Without a good system of organization and daily procedures in
place, the job of teaching not only becomes more difficult but the teacher themselves could also
be in professional jeopardy. If a teacher does not keep accurate attendance, grade, and
behavioral records, this could result in administrative and legal problems. In addition, teachers
need to be patient in handling students from all backgrounds. Teachers need to impart
knowledge of their subject matter to all students. This goes beyond simply stating the
knowledge that they have gained through their own education. Instead, teachers must possess
an aptitude to teach the material through different methods based on the needs of the students.
A teacher also need to be prepared to change and flexible. Teachers who are inflexible
will not survive very long in the profession without burning out. No day is typical in the life of a
teacher. Very few lessons go exactly as planned. Interruptions can ruin the momentum of a
class. Student disruptions can upset you and others, placing learning on the back burner. If
teachers have not prepared themselves to be in a constant state of flux, then they need to reevaluate their choice of profession. Instead of looking at this instability in a negative light, it is
important to see the positives in the situation. Change is necessary and exciting. Each day
presents new challenges to overcome. Necessity is the mother of invention, and we will find that
we invent many new techniques and ideas to help we adapt to the changing atmosphere of the
school. Teachers are suffering burnout all over the nation. In fact, it is estimated that 50 percent
5

of teachers leave the profession in their first five years of teaching. This number is so high
because teaching is a stressful job. Unfortunately, teachers cannot change the school system,
the interruptions, or the disruptions that will occur in the class each day. What you can alter is
your own attitude about these disruptions. Being flexible and adaptable will help teachers deal
with the many stresses of the job while allowing you to keep your sanity.
Next, teachers need to have a good time management. Time management skills are
very valuable for the teacher. Teachers should not waste time in the classroom since it all needs
to be focused on education. Lessons should not be rushed, but teachers need to know that
there are lots of other things to do in the classroom. If a lesson takes too long, it can really mess
up the plans for the rest of the day. If a lesson does not take as long as it should, there is a gap
and students are not going to have anything to do. This can easily lead to behavioral and
disciplinary problems. On top of that, teachers really need to know how to move from one thing
to the next as quickly as possible. Teachers need to have smooth transitions from subject to
subject so that students can easily follow along. Not moving to the next thing quickly looks
clumsy and unorganized and makes the teacher look like she or he does not know what they
are doing. Time management makes it easier for students to learn. They spend more time
learning, and less time goofing off or doing things they should not be doing.
Last but not least, teachers also need to be effective in communication with the students.
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 must be able to break down complex ideas into simpler parts and smaller steps
to transmit to their students. They must be able to adapt their methods of communication to all
students regardless of ability or learning style. They are also able to "read" the students and
adapt to the needs of the individual. Effective communication includes transforming the boring
into the interesting and having good presentation skills. In addition, good teachers communicate
concern and caring by their tone of voice and use of body language. 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 communicate this knowledge to their students.
They communicate their appreciation for what their students do by celebrating their successes
and constantly encouraging them. This helps students feel recognized and validated.
All in all, these are all the criteria for teachers in becoming a good classroom manager.
By having good classroom management, teachers can establish the friendly cultural
environment in the classroom without having any problem.

2.4 Assessment for Student Performance

Assessment is a systematic process of collecting and analyzing data to determine
whether any of the objectives have been achieved. This means that assessment is carried out
to track the progress of students mastery and identify the strengths and weaknesses of
students in learning. Then, assessment also needs for teachers to plan for enrichment and
remedial activities and they also can identify the effectiveness of teaching that allows teachers
to improve teaching take action to address the weaknesses and improve the teaching and
learning process. On top of that, culture-based 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.
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 gather
information for the development, diagnosis and further action and to evaluate the use of
authentic and alternative procedures. The assessment also aims to acquire data about learning
opportunities for all students and reduce the bias in traditional assessment practices.
Teachers need to have the ability in designing 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 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. Therefore, it can be said 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.
We should be aware that even the most knowledgeable teachers may not necessarily be
able to identify culture-relevant elements in the teaching and learning process or even design a
culture-based assessment tools. As such, teachers must be sensitive to the fact that there are
several characteristics that need to be given emphasis when designing the assessment tools to
7

accommodate the needs of students from diverse cultural backgrounds. In the context of
culture-based assessment, formative assessment that is designed or constructed should
revolve around the same context or issues as in teaching and learning with the purpose of
gathering data to assess the effectiveness of teaching. Besides that, the assessment tools
design should focus on matters that are not sensitive to students from any cultural background.
In fact, teachers should not create any kind of cultural sensitivity or biasness in the assessment
procedures or even in any of the items. One of the important characteristics that can affect the
performance of students is the language used in the assessment tool. Language has a great
influence on the way students respond to tasks.
All in all, there have been challenges in the assessment process but a greater challenge
is related to appropriate teaching strategies and the development of teaching and learning.
Culture-friendly process is ways that can be used to evaluate students without affecting its
validity and reliability when making a decision. 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. If the curriculum is culturefriendly with relevant content for students, there will not be much problem when designing the
assessment tools for students. We will succeed if we use all our resources and manpower to do
the best for our students who are at risk and if we do justice to them despite their diverse
cultural background.

3.0 Lesson Plan

Subject

: English Language

Theme

: World of Self, Family, Friends

Topic

: People Around Me
8

Class

: 3 Cerdik

Date

: 12 February 2013

Time

: 11.00 a.m 12.00 p.m.

Enrolment

: 30 pupils

Focused skill

: Writing Skill

Integrated skill

: Reading Skill

Previous knowledge

: Pupils already learnt to construct simple sentences

Content Standard

: 3.3 By the end of the 6-year primary schooling, pupils will be able
to write and present ideas through a variety of media using
appropriate language, form and style.

Learning Standard

: 3.3.1 Able to create simple texts using a variety of media with

guidance:
(a) non-linear

Lesson Objectives

: By the end of this lesson, pupils will be able to:

1) Read at least 2 out of 3 simple sentences correctly
2) Write at least 2 out of 3 simple sentences about themselves
correctly.
3) Write at least 3 out of 4 simple sentences about the friends
that they have chosen correctly.

Educational Emphasis

: Multiple Intelligences Interpersonal, Moral Value respect for

beliefs and cultures of various races

Teaching Aids

: Family photo, traditional clothes, traditional foods, A4 papers,

whiteboard, marker pen, mahjong paper

Stage/ Time

Content

Set Induction

Lets Know My Family

Teaching/ Learning Strategies

1) Teacher brings his or her family

photo to the classroom.
2) Teacher shows the photo to the

(5 minutes)
Sample of questions:
1) What can you see
from this photo?
2) Can you see who the
people I point out in
this photo are?
3) How many people
can you see in this

Remarks

Teaching aids:

Family
photo

pupils and asks them a few

questions about the photo
3) Teacher points to his or her picture
in the photo and asks the pupils
whether they know who the
teacher point out is.
4) Teacher explains about the family
photo to the pupils

photo?
Pre-writing
(15 minutes)

Criteria of culture that

teacher explains to the
pupils:
1) Background
2) Foods
3) Traditional clothes
Example of sentences:
1) I am a Malay people.
2) Malay people like to
eat Nasi lemak and
teh tarik everyday.
3) Malay people wear
Baju Melayu and
Baju Kurung.

4) By using the photo that the

teacher brings, teacher explains
the culture of his or her family.
5) Teacher explains the background
of the culture of his or her family to

Teaching aids:

Realia
Traditional
clothes

the pupils.
6) Teacher draws a mind map on the
whiteboard about the criteria of
the teachers culture.
7) Teacher shows the pupils the
traditional clothes of the teachers
race and culture.
8) Teacher shows the foods of the
teachers culture and gives the
pupils to taste it.
9) Teacher tells the pupils that

Moral value:
Respect to

Malaysia has many different races

each other

and cultures and teacher also

without

explains that the pupils need to

considering the

respect to each other without

different in

considering the different in religion

religion and

and culture.

culture

10

10) Teacher shows how to construct

simple sentences based on the
teachers culture.
11) Teacher read first the sentences.
12) Teacher asks the pupils to read
the sentences constructed by the
teacher.

While-writing
(15 minutes)

Expected sentences
from the pupils:
1) I am a Chinese
people
2) I like to eat kuih
bulan and char kue
tiaw.
3) I wear cheong sam
cloth.

1) Teacher distributes the worksheet

which consists of mind map which
needs to be completed by the

Teaching aids:

Worksheet

pupils.
2) The teacher asks the pupils to fill
in the worksheet by referring their
own culture and background.
3) Teacher asks the pupils to fill in
the mind map by following the way
teacher has shown on the
whiteboard.
4) After the interview session done,
teacher asks the pupils to say
thank you to their friends.
5) By using the mind map, teacher
asks the pupils to construct simple
sentences based on mind map
that they have filled.
6) The pupils may refer to the
examples given by the teacher
while constructing the sentences.
7) Teacher checks the sentences by
asking the pupils to read their own
sentences.

Post-writing

Interview activity

5) Teacher asks the pupils to choose

one of their classmates from

(20 minutes)
Questions prepared by

different races.
6) Teacher explains the activity that
11

Teaching aids:

A4 papers

the teacher:
1) What race are you
from?
2) What are your
traditional foods?
3) What are your
traditional clothes?
4) What do you do with
your family during
your festive day?

they are going to do.

7) Teacher asks the pupils to
interview their friends by using the
questions prepared by the
teacher.
8) Teacher distributes plain A4
papers to the pupils so that they
can write the sentences on the

Moral Value:
We need to say
thank you to the
pupils that
helped us.

papers given.
9) Pupils start interviewing their
friends and ask all the questions
prepared by the teacher.
10) By using all the information
gathered by the pupils by
interviewing their friends, teacher
asks the pupils to construct simple
sentences about heir friends.
11) Teacher asks the pupils to read
their sentences in order to check
their works.
12) Teacher gives comments to the
pupils sentences and corrects
them if there is any mistake.
13) Teacher praises the pupils for
giving cooperation in the interview
activity.

Closure

Lets sing

1) Teacher paste a lyric the song on

the whiteboard.
2) Teacher sings the song first and

(5 minutes)
I love you song
I love you,
You love me,
We are happy family,
With the great big hug
and a kiss from me to

makes actions based on the song.

3) Pupils listen and see to the
teachers performance.
4) Teacher then asks the pupils to
sing the song together with
teacher and with the actions.

you,
12

Teaching aids:

Mahjong
paper

Wont you say you love

me too.

4.0 Justification on the Lesson Plan

Based on the lesson plan that my friend and I have prepared, I have chosen
Communicative Language Teaching method as the method to be applied in the lesson plan. The
goal of the communicative language teaching method is to develop what Hymes (1972) referred
to as "communicative competence". The goal of this method is to enable students to
communicate in the target language. This is in line with the activity provided in the lesson plan
which the students need to interview their friends from different races about their background
and culture during the lesson. Actually, this lesson is prepared to develop culture-friendly
environment in the classroom but at the same time the activity helps the students to develop
their communicative competence by having the interview session among the students. The
activity in the lesson plan is in line with the aims of the Communicative Language Teaching
method which are to develop the communicative competence among the students and enable
the students to communicate in the target language, English language. This method is really
suitable with the activities provided in the lesson plan. It will help the students to develop their
competency in using English language in their daily life. Furthermore, by using Communicative
Language Teaching method, it will make the activities become more interesting where the
students can interact and communicate with their friends to get new knowledge and this will
avoid them from feeling bored during the lesson.

13

The strategy that I have used in the activities in the lesson plan is based on the studentcentered learning strategies. In the lesson plan, the students need to move around and meet
their friends and they also have to communicate and cooperate together to get the information
from their friends based on the task given. I have chosen the student-centered learning strategy
because it helps the students to develop the skills that will help them through their life, such as
the communicational and team work skills, since they are cooperating, negotiating and working
all together in the class. By having this kind of activity, the students will mix around with their
friends with different races, cultures and ethnics. This can increase harmony among the
students and this also indirectly can enhance the culture-friendly environment among the
students in the classroom. In addition, through the activities in the lesson plan which used the
student-centered learning strategy, the students can develop tolerance, understanding and
respect of others opinions by listening carefully to each other. Since all the students are
involved in the learning process, they become more confident and independent in their own
learning. I believe that the student centered learning can be really an opportunity for those
students who love to be fully involved in the learning and teaching processes in the class. This
strategy is very suitable to be used in the classroom in order to create a culture-friendly
environment in the classroom.
In addition, the activities in the lesson plan are more towards developing communication
skills among the students. For example, the students need to interview their friends to know
their friends background and their cultures. The students will get new knowledge through the
activities provided in the lesson plan and at the same time, all activities in the lesson plan help
in creating culture-friendly environment in the classroom. The students get to know their friends
from different races and cultures. This will avoid the students from having negative perceptions
towards their friends who are not in the same race with the students. The activities are very
suitable for the primary students as the value of culture-friendly environment need to be foster in
them since kids yet. So, when they grow up they will respect other races and ethnics and this
will maintain the harmony in the multiracial country, Malaysia. Indirectly, creating culture-friendly
environment is being fostered in the students through the activities prepared in the lesson plan.
Next, the materials needed in this lesson plan are the traditional clothes and the
traditional food. For example, if the teachers are Malays, teachers need to prepare Baju Melayu
or Baju kurung and brings traditional foods of Malay people. All these materials will be used as
set induction in order to attract the students interests to pay attention in the lesson that they are
going to learn. By using all the materials brought, teachers will introduce the Malay culture to the
14

students and explain to the students especially the students who are from different races about
the culture of Malay people. Then, from that stage, the students then have to introduce their
races and cultures to the classroom in term of interview activity among the students. Teachers
will act as the facilitator during the activity is being conducted.
All in all, I think the activities prepared in the lesson plan are suitable for the students
especially in order to create culture-friendly environment in the classroom through the lesson
prepared. This will ensure the culture-friendly environment can be established in the classroom
and the students know their responsibility in maintaining that environment in the classroom.

5.0 Conclusion
Based on the discussion about culture-friendly environment in the classroom, it is clearly
seen that teachers play an important role in creating a united Malaysian. In order to achieve
this goal, teachers need to understand and appreciate the cultural diversity among the ethnic
and culture groups first before they can encourage and inculcate such feelings amongst the
students in the classroom. Hence, creating a conducive atmosphere whereby students from all
culture and ethnic groups can work together in peace and harmony is the responsibility of the
teachers since, as we can see there are many benefits associated with creating a harmonious,
culture-friendly environment in the classroom. First, it encourages 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 be comfortable and respect with each other and in a way, this boosts their self-esteem. All of
this in turn will benefit society on a whole for it helps to develop united Malaysian citizens.

15

References
Marzano, R. J. et al.(2006). A Handbook For Classroom Management That Works. Victoria:
Hawker Brownlow.
Santrock J.W. (2006). Educational Psychology: A Tool for Effective teaching (3rd edition).New
York: Mc Graw Hill
Jones, B. F. (1995). Comprehensive classroom management: Creating positive learning
environments for all students. Massachuset: Allyn & Bacon.
Noriati, A,R., Boon,P.Y., Sharifah Fakhriah & Zuraidah A.M. (2011). Budaya dan Pembelajaran.
Shah Alam: Oxford Fajar Sdn Bhd.
Montgomery,W.(2001). Creating Culturally Responsive, Inclusive Classrooms. Teaching
Exceptional Children, Vol.33(4) pp 4-9.
Jovanovic, J., Solano-Flores, G., & Shavelson, R. J. (1994). Performance-based assessments:
Will gender differences in science achievement be eliminated? Education and Urban Society,
26(4), August, 352-366.

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Micheal & Mike, (2008), Motivation on the Students. Assessed on 28 February 2013.
http://www.behavioradvisor.com/Motivation.html

Appendix

17