TASK 1 Essay writing

Introduction
Sociolinguistic linked with language and society and language functions in society. Language
is defined as verbal communication tools used by the community. Society is a group or several
groups of people who share a particular purpose and culture. Sociolinguistics derived from the
word sociology and linguistics. Sociology is the study of the structure and social processes.
Sociolinguistics is a branch of linguistics that studies and discuss on the aspects of language
in a community or races, in particular the differences related to social factors.

Sociolinguistics field in Malaysia is very unique since it is a multi-ethnic country. The variety
of language in Malaysia makes the country to be rich in cultural heritage and occupation
diversity. Language is a mean of communication between user groups of the same language.
Cultural factors are closely aligned with the variety of languages that exist in a community
itself. History of Malaysia dated back before the independence day of 1957 with races of China
and India immigrant in result of dominion of the British Colony create a pattern of various
ethnic, language and culture life thus shape the Malaysia of today.

This can be seen with the Barnes Reports in 1950 suggested English and Malay language to
be apply in all schools. Barnes also suggests the abolition of Chinese and Tamil vernacular
schools but strongly opposed by the Chinese mainly because they fear that the existing
Chinese schools will be closed. Furthermore, Act of the National Education Policy 1961 which
outlines the Malay language as the language of instruction for all levels of education.
Education Act 1961 clears that English to be the language of instruction in multi-ethnic
Malaysia. However, Malaysia has never overlook the importance of the mother tongue of their
multi-ethnic population. Education Act 1961, Education Act 1996 then replaced with the
Education Act 1996 stated that the Malay language is retained as the language of instruction
but also expand the scope and take into account the interests of other ethnic groups.

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How sociolinguistic management help teacher in the classroom
environment
According to Mok Soon Sang (2002), teachers not only imparting knowledge alone, but also
to cultivate attitudes, values and idol personality in context with the rules of society. In order
to inculcate this values, the teacher should be prepared with socio-cultural diversity knowledge
of the students who came from various social classes and races. According to Kamus Dewan
races are defined as a clan, tribe or identity of a person in a group.

As a teacher, linguistic management is vital in the teaching and learning (PDP) as it applies
to create classroom management with efficiency and improve the quality of pupils' learning
quality. Teachers play a an important role shaping the identity of students who need to
appreciate the official language which is the Malay language and their national culture.
Moreover, inculcating values of respect for the other language is a must and cultural
differences of ethnicity are only seen as a different physically. The teacher must not
differentiate the students and constantly remind the students of differences races to respect
their friends and not being prejudice.

Among the roles to be played by teachers is to create a classroom climate that is use only one
language as a language of instruction, namely through the strengthening of the national
language or 'standard language' in the classroom which is the Malay language. If the students
do not master the same language as the language of instruction, the teacher will definitely
face problems in addition to their teaching students is acquiring knowledge can be difficult and
also to unite the students in the classroom. The teacher must be aware of the first students
language acquisition which some of the students will be having Malay as their second
language acquired such as the Chinese, Indian and Orang Asli. Thus, the teacher should take
an initiative to lessen the gap to reduce dialect and different language used other than Malay
in the classroom.

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Dialects differences as a result of students from different backgrounds have resulted in the
teaching and learning in the classroom. The use of dialect in the classroom should be
controlled by the teacher to ensure that the learning process goes smoothly. The use of a
standard language will give equal opportunity to the students to participate in learning activities
in the classroom. For example, if a students in the classroom communicate with a language
that their friends cannot understand will reduce the effective communication in the classroom
so knowledge cannot be impart as different language interaction occur.

In result, the teachers need to remind the students in the class to avoid using the vernacular
or native language, race and ethnicity, respectively during the process of teaching and learning
in the classroom instead of using the national language in communication whether talking to
their teacher or their peers. This is to facilitate students learning using the official language
and on the other hand unofficially leave the students to speak with the language.

In addition, according to Hamidin (2003), effective teaching is a teaching process that results
in the learning process among students who produce the teaching process. While making
activities, the teacher should use the national language when explaining to students because
it is a language that is easily understood. As a result, student participation in learning activities
can be optimized and more efficient. Should teachers from Kelantan to teach using a dialect
or accent Kelantan to his students that consists of other ethnic Iban and Bidayuh or consists
of another race like Indians and Chinese, of course, activities that do not run well and
seamless.

Next, the teacher should remind all students to use the national language when asking
question or when sharing insights to the teachers and their peers in the class. This helps the
students from different racial and ethnic backgrounds to improve their listening and speaking
skills using the national language. This help them to achieve social language maturity which
is the reason we inculcate different approach to students of different races in order for them
to use the official language in everyday conversation and also in the classroom. Teacher
should emphasize the use of the national language correctly and with the accurate way. The
use of proper grammar should also be emphasized among students to prevent fights and
misunderstandings between each other.

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However, in certain circumstances, teachers can explain a topic using a variety of languages
in the language they are easier to understand, especially to students with low achievement. In
some circumstances, teachers can exhibit information of some harder topic of the lesson using
various other languages so all the info can be received and understood by the students. Be
cautious as only certain topic should be presented with variety of language with the purpose
for the students to understand but not in a way to promote language variety learning in a
language classroom for example using Chinese and Indian in a Bahasa Malaysia classroom
to translate certain vocabulary to the students.

Nevertheless, to preserve and celebrate the ethnic diversity of languages and cultural
heritage in Malaysia, the teacher can insert elements of the cultural heritage of other ethnic
groups in teaching and learning in the classroom. For example, teachers can use Iban folklore
in the teaching of history presented using Bahasa Malaysia.

As a result pupils from different ethnic groups can learn in a fun way and able to understand
the lesson more easily because the educational content to be delivered closely related to their
daily life. Finally, teachers can also organize various activities of language, literature and
culture ranging from games belong to other ethnic approach "Games based learning". For
example, the giant slippers game origin from Sabah. Each group of students of different ethnic
groups need to work together to use the giant slippers to go to any 'checkpoint' that is
determined by the teacher in the classroom. At each checkpoint provided one question that
contains the desired language tasks such as creating a poem, make a simple sentence, and
students are required to complete the assigned tasks in a specified time period.

Through this activities students can improve their skills to use the national language and also
inculcating a feeling of mutual respect, mutual acceptance and mutual love between the ethnic
culture of the other partners. Such activities also seek to cultivate a spirit of mutual trust in
students. In result, nationalism will break down the wall of racism and indirect racial unity will
be established.

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Conclusion
The use of teaching and learning resources using the various elements of culture not only able
to foster understanding among students in the classroom consisting of various ethnic groups,
and even students can also take the opportunity to understand and master the vocabulary of
their ethnic counterparts. If teachers are able to apply social management in the classroom
effectively, each ethnic group will not feel left out, otherwise the classroom environment
becomes more conducive and friendly culture. The ability of teachers to manage the
classroom is a huge task in educating children who will lead the nation and lead our country
in the future.

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References

Ahmad Subki Miskon, Syed Ismail Syed Mustapa. (2012). Budaya dan Pembelajaran.

(Edisi ke-2). Perak : CIPTA Printing & Publishing (M) Sdn. Bhd.

Ahmad Subki Miskon, Syed Ismail Syed Mustapa. (2013). Budaya dan Pembelajaran.

(Edisi ke-3). Perak : CIPTA Printing & Publishing (M) Sdn. Bhd.

Kamus Dewan. (Edisi ke-3). Kuala Lumpur: Dewan Bahasa dan Pustaka, Kementerian

Pendidikan Malaysia.

Muhamad Kamarul Kabilan & Zaharah Hassan.(2005). Readings on Ethnic Relations in

a Multicultural Society. Serdang: Universiti Putra Malaysia.

Robiah Sidin. (1993). Classroom management. Kuala Lumpur : Fajar Bakti.

Woolfolk,A. (2004). Educational Psychology. Boston: Allyn & Bacon

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TASK 2 Transcription Interview and report writing

Based on the interviews that we have conducted, we can conclude several things. Among
them is a matter of culture at large. For example in our country, there are a variety of races
such as Malays, Chinese and Indians. Every races has its own culture. Mr Faisal also said
that in the Peninsular of Malaysia, there are three main groups which is the Malays, Chinese
and Indians, while in Sabah and Sarawak there are a diverse of ethnicity called the Iban,
Kadazan, Bajau, Dusun and so on. These groups reflect that our country is a country that is
special and unique.

Meanwhile, according to Mr Faisal, cultural diversity means the diversity of people who have
a different culture. He gave an example in terms of usage of attire which the Malay have Baju
Kebaya and Baju Melayu, the Chinese wear the Cheong Sam and Indians wear Saris. Mr
Faisal stressed that cultural diversity can be seen in schools which are closest place to us to
see the diverse and variety of cultural influence in Malaysia. There are schools which have
students of various races such as Malays, Chinese and Indians, especially schools located in
urban areas.

Mr Faisal before taught at a school composed of students of various races, namely Sekolah
Menengah Kebangsaan Kamil thar located in the Pasir Puteh in 1998. The idea to create a
National Integration cause in the school have already been introduced by the Ministry of
Education in the early days such by established a program for the student which is Racial
Integration & Malaysian Unity Programme or better known by its acronym, RIMUP. RIMUP is
a program that encourages the involvement of the local community, teachers and students in
cooperatives activities and joint venture to inculcate unity and celebrate differences of various
races.

Among one of the objectives of this program to be conducted in school is to create mutual
understanding and tolerance among students of various races in the school. Although at
present this program is no longer running, but the school is still continuing activities similar to
RIMUP that is established in schools. RIMUP is one of the successful initiative to be conducted
that give positive impact to the students which among the positive implication is that students
themselves can make friends with students of different races and avoid prejudices when they
really get to know their friends by this medium which some of the tentative is conducting ice
breaking session. This give chance to the students of different races to interact which each
other since they are not been given the opportunity to learn each other differences and

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knowing that they actually are alike and can be friends regardless their differences.This is the
real reason RIMUP is success in creating unity among students.

Furthermore, based on his experience, some students in a class would be prejudicial to the
students of different races. For example if there are only two chinese student in the class, then
the remaining students will isolate and probably insulted with vulgarities as to being the
minority. He strongly agreed when this will give negative influence in the long run, so he
advised the teachers to play their best role when dealing with things like this in the classroom.

Finally, he stated that the main thing that should be on every individual whether teachers or
students is tolerance. Teachers themselves should be wise to establish regulations to be
followed by students in the classroom. Values and mutual respect must be fostered among
students to prevent bad things happen. For example the use of dialect must be prevented as
a medium for communicating with other people in result of fear of people will have problems
in interpreting the language.

Similarly, Chinese and Indian should speak in the national language instead of conversing in
their respective groups speak their language. Among the ways that have been done to lessen
the tension is by doing grouping strategy which he instruct each group must composed of
various ethnic to enhance relations between them. I think it is the best way to be done in the
teaching and learning if group work are needed. This really help as an unofficial way for them
to know each other better rather than being fix to the same group of races in the class. Class
is the best medium to promote unity and embrace differences. Teacher play a vital role to
promote this in the classroom. Through this activities undertaken, their relationship will grew
closer as a result of communicating with each other and the teaching and learning process
will run smoothly.

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APPENDIXES

Interview Transcript

This is the transcription of my interview that is done in SK Merchong Jaya during my PBS
regarding the socio culture and come across some of the issue
Interviewer : Asalamualaikum
Respondent : Waalaikumsalam
Interviewer : Today im going to conduct an interview regarding some issue about socio
cultural diversity in school.
Respondent: I will do my best to answer all your question.
I : Firstly, what do u know about culture and socio culture itself ?
R : Culture is broad word, mostly it covers on traditions of some ethnics group, here in
Malaysia, the big group are Malay, Chinese and Indians. Meanwhile in Sabah and Sarawak
there are much wider group which are the Iban, Kadazan, Bajau and Dusun. This indicate
that our country have so much variety which is unique and special. Cultural diversity on other
word means different races have their own culture to be proud of. For example, in attire
itself, the Malay will wear baju kurung and baju kebaya as their official clothes, the Chinese
have the cheong sam and the indian have the saree. This also apply to special dishes of
different races. Cultural diversity really occur in the school contact which the 3 large races in
Malaysia, the Malay, Chinese and India coexist in the same classroom environment.
I: Good information, now I am going to ask whether have you encounter this environment
before, are you aware of the diversity in the classroom?
R: Yes definitely, I teach in a school in Pasir Puteh during the years of 1988. Ya. I remember
the school name is Sekolah Menengah Kebangsaan Kamil. Racial Integration & Malaysian
Unity Programme (RIMUP) is one of initiative to promote unity in school by creating
understanding and tolearance among the students, teacher and the community.
Unfortunately, the RIMUP programme have been discontinued but the same initiative are
done in school to promote unity among students of different races.
I: Are there any implications towards the students of different races whether it is positive and
negative?
R: Yes, there is negative and positive implication in the school environement which among
the positive implication is that students themselves can make friends with students of
different races to play together and have fun. This is because the school is a place to
encourage the children because they can meet new friends. Based on my experience,
typically students would be prejudicial to the students of different races. For example if there
are only 2 Chinese student in the class, then the remaining students will isolate and probably
insulted with vulgarities to the minorities group. Consequently, there is negative influence of
prejudices to other people. That is the reason the teacher need to play their best role when
things like this happen in the classroom.

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I: I do agree with your statement, so what is your following action to manage the implication
of diversity in the classroom?
R: To me, We must have the tolerance on each individual whether it is the teachers or
students. Teachers themselves should establish regulations to be followed by students in the
classroom. Values and mutual respect must be fostered among students to prevent bad
things happen. For example, the use of dialect must be prevented to be use as a medium of
communicating with other people to result of other people do not understand that. Similarly,
to Chinese and Indian students must communicate in the national language instead of
converse in their respective language. One of the strategy that can be done is to involve
work groups consist of different races in a group. Each group must be composed of various
ethnic groups in it as a strategy to enhance relations between them. Through akviti activities
undertaken, their relationship grew closer as a result of communicating with each other and
the teaching and learning process to be smooth.
I: Are there any big conflicts in the school regarding the issue and how the school manage to
overcome it?
R: In this school there is no conflict because all students are Malays, but at school thar I
used to teach having conflict which caused a tense issue between the two races, namely
Malay and Chinese. Simply, I would like to remind both of you two things. First of all, we as a
school or school personnel must avoid feelings of bias or unfair towards other nations. All
the students must be given equality to all students of race and religion, even in the matter of
distribution of free milk to students. Teachers shall create activities such extracurricular
activities namely camping to students that require involvement of all students. Through these
activities, they know that they can live and exist together. This are way to educate them
about the benefits of harmony and diversity of the nation.
I: All right sir. Thank you for sharing the knowledge and experience to us
R: The school wish for both of you who will be the future teacher later on to really takes this
issue seriously and try to find the best solution to inculcate unity in the long term other than
in the classroom itself.

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