Malaysia is a multicultural country where cultural diversity was preserved in

order to maintain the uniqueness of the tradition. Malaysian lives peacefully under
certain ethics and avoid from conflicts or sensitivity that might harm the beauty of a
multiracial country. Apart of that, the word of culture itself came from the Latin verb
colo which means to cultivate. In other words, culture refers to the development of
human behaviour which is practice individually or among groups of people.
Generally, as stated by Edward Taylor in Primitive culture (1870), culture also refers
to the knowledge which transmitted socially by some groups of people. It was
inherited throughout the generations in order to continue the practice done by the old
folks during the past. Culture involves in every particular aspects of human lifestyle;
such as, beliefs, values, attitudes, and religion. More importantly, the concept of
culture in Malaysian context, varied among three races, called; Malay, Chinese, and
Indian. During the British Colonization, these three communities were separated into
different economic sources. Malay people will stay at the village to work on Paddy
fields and Indian was sent to the estates to produce rubber, while the Chinese were
ordered to run some businesses at the town. Hence, the root of the history, provides
different identity within these racial and leads to inequality in every aspects of life
especially education. However, according to Alsagoff (1985), education plays
important roles in order to promote formal and informal understandings on cultural
diversity.
Since the pupils were of various ethnic groups coming from various places in
Malaysia, they were a lot of dialect used by the pupils in the school. Dialect is a
variety of language that tells where a person comes from or where the person
originally lived. The dialect usually interpreted geographically (regional dialect) but it
is also related to a persons social background (class dialect) or occupation
(occupational dialect)(Encyclopaedia Britannica, 2014). Most of them were prefer to
use their own dialect when communicate with peers and sometime teachers since
they feel comfortable and familiar with the dialect. Because of that, the pupils always
stay and socialize in their own ethnic group rather than mingle around with the other
ethnic groups when they cannot really understand the dialect used by other ethnic.
This situation creates a big gap among the pupils especially in term of
communication. Communication is important when socialize with other people. If the
communication does not run effectively, a miscommunication would occur especially

when learning where the pupils might get the wrong information and knowledge
when learning in the classroom.
To add on to the problem, some pupils in Malaysia lack abilities to
communicate effectively in Malay Language or English Language. Since Bahasa
Melayu is the national language and English is the international language, the usage
of English Language was very limited and there is no need of any foreign language
since the people have their own language and dialect. Majority of the pupils use their
native language and dialect when communicating at home or in the society. For
them, there was no urge to learn the other language rather than their own native
language and dialect. The pupils should master Malay Language or English
Language because most of the teaching and learning process were using whether
Malay Language or English Language as a main language for the teacher to
delivered the knowledge and information. Without the abilities to communicate
effectively in those language, teacher will have difficulties to teach them since they
maybe not really understand what the teacher said when teaching and the teacher
may not understand what the pupils ask if they used their own dialect.
Since, Malaysia is a multiracial country with different cultures and ethnic
groups, the multiple cultures has demonstrated the uniqueness of our country. The
teachers understanding towards the existence of different cultures in Malaysia
society as a catalyst to create a friendly learning and teaching culture and thus
united citizens. The classroom that consists of various races is a tough job for a
teacher. So, the teacher has a lot to do to make sure the classroom is culture
friendly. The most important thing is to divide the students into group that consists of
mix races and gender. This is to make sure that those students interacting with each
other in one group. Besides differentiating the races and gender, teacher also must
aware of the social class of the students. Teacher must treat the students equally, no
matter what the status of the students. Try to minimize punishments for students, as
this will affect the relationship between teacher and students. But teacher must have
plans to overcome misbehaviour of students while the teaching and learning session.
Teachers must learn basic culture of all students. This is to ensure teachers
use correct methods, which do not be offensive to the students culture, in making
punishments to students. It is important for teachers to respect any cultural belief of

any student. When the teachers understand every students cultural belief, they can
create variety of activities that suite the students culture. So the students can feel
the sense of belonging in the classroom. Besides cultural belief, teachers should
also encourage the interaction and communication of students between different
genders. Make sure the students know how to respect the opposite genders,
especially in term of communication. Classroom management is also an important
aspect in teaching the multicultural classroom. A teacher must know that children
also learn by looking and observing the teachers behaviour. That is why a teacher
must be a role model to their students by showing good examples in the classroom.
For example, teacher should come earlier, or enter the class before the students
does. To decrease undesirable and negative behaviour, a teacher should aims to
develop students with clear rules and instructions. When students know and
understand how the teacher want them to behave, they should behave and not
making any trouble in the classroom. Thus, teachers focus towards delivery of the
lesson can be enhance. A good must be firm during the lesson. But they should not
forget to create fun learning culture that is full with emotions. To achieve this, teacher
can create and transform the classroom into conducive environment, and makes the
students feel like home. But, teacher should prepare themselves to face students
that will cause trouble. First, teacher needs to identify the one that always causing
troubles in class. Once teacher identified them, try to communicate with those
particular students during the lesson. Give more attention to them by acknowledging
them inside and outside of the classroom. Try not to abusing them, but more to
educating them. Above all this, the most important thing that teacher must have is
patience and determination. This is because the process to mould students
behaviour takes a long time to achieve.
Besides teachers, the authorities also play a big role to face the socio-cultural
diversity in schools. Ministry of Education had recognised the socio-cultural diversity
in school, and those problems can be solved by having activities in school, that
involves not only students but also schools staffs and local community. The ministry
created Integration of Pupils for Unity Plan, also known as RIMUP. This plan is to
promote unity among students regardless any races.RIMUP involves grouping
together Tamil and Chinese schools with national schools to allow them to conduct
joint co-curricular, sports and academic related activities. Other than that, the

ministry emphasized to all teachers to give equal opportunities to receive the same
education for rural and urban area schools. Another steps that Ministry of Education
took was designing Vision School.The objective behind the Vision School is to build
and promote unity among students in school. The school encourages students to
interact with each other from an early stage, in hoping to produce a harmony multicultural generation since childhood.
Usually the moral values of unity among socio-cultural diversity imparted
using hidden curriculum. According to Dictionary of Sociology (2005), hidden
curriculum refers to the way in which cultural values and attitudes are transmitted,
through the structure of teaching and the organization of schools. It is something
unintended or implicit lesson of values done in the classroom Things such as
punctuality or obedience towards religion, family and authority is not something that
teachers can teach directly to children. Hidden curriculum teaches moral values with
or without educational curriculum. This can be done by social interaction between
student and student, or teacher with students.This can be also associated with the
instructional practices exercise in the classroom by teachers to cope with the
demands of organizational structures over which they have little control as the "set of
values, attitudes, knowledge frames, which are embodied in the organization and
processes of schooling and which are implicitly conveyed to pupils" (Collins
Dictionary of Sociology, 2000). Hidden curriculum is meant to train students how they
should act and behave in the outside world. This way, teachers can impart
knowledge about ethnic groups, minorities, or even gender differences. Besides
formal curriculum, hidden curriculum also comprises co-curricular activity.Cocurricular activities usually provide an opportunity for students to practice the values
and the key elements that form part of the moral value.
The important of imparting values for multi-cultural classroom is to create
national culture. National culture aim for three objectives which is strengthening
social and national unity through culture; nurturing and preserving a National Identity
which stems from a national culture; and enriching and increasing the quality of life
from a practical and spiritual perspective, in line with socioeconomic development.
Besides that, there are also principles that need to be obeying to complete the
national culture formation. The first one is, the national culture must be based on the

core culture of citizens of the region. It means that national culture must concern the
cultures of main races in Malaysia such as Malay, Chinese, and Indian. Secondly,
take into account of other cultures which are acceptable and appropriate. Cultures of
minorities should not be abandoning in the formation of national culture, in order to
avoid them feeling isolated. Last but not least, using Islam as the important element
in the formation of natural culture. This is not trying to put aside other religion, but
simply because Islam is the official religion for Malaysia. National culture is important
to keep the friendly relationship between various races. Next, is to promote unity and
ensure tolerance among Malaysian. Thus, a united Malaysian can be produced and
established.
Barker,Frederiks&Farrelly defines cultural-friendly as students and staff alike
recognise, appreciate and capitalise on diversity so as to enrich the overall learning
experience. Fostering a culturally inclusive learning environment encourages all
individuals regardless of age, gender, ethnicity, religious affiliation, socioeconomic
status, sexual orientation or political beliefs to develop personal contacts and
effective intercultural skills. Malaysia is one of the countries that have a multiracial
students in schools. Teacher that teaches in the classroom that filled with multiracial
students have an important job to do, which is to creating acceptance among the
diverse ethnic groups.This can be instilled by developing a culturally conducive
classroom environment.Primary school is the best place for children to learn
appreciating, respecting, and accepting other culture and belief. This would
eventually strengthen the relationships of the diverse ethnic groups in the classroom.
And as they grow older, they do not have any problem to mix around with people
from other races and ethnics.But to achieve this, teacher first must learn and
understand the various type of races and ethnics of their pupils. Because if the
teacher alone cannot do not know and could not understand other races, how can
they expect students to do so? There are many ways that teacher could take to
construct a cultural-friendly classroom environment.
First, teacher should rejoice the celebration that students celebrate by doing a
mini celebration in the class. In Malaysia we have various kind of celebration
throughout the year. The common one are Hari Raya for Malay, Chinese New Year
for Chinese, and Deepavali for Indian. For example in Chinese New Year, teacher

can wear traditional Chinese attire, or invite the students to help teacher to decorate
the class into Chinese New Year theme. This will make the Chinese students feel
appreciated. Besides that, maybe the teacher can give a little bit of information about
the celebration. This will makes the students aware of other races celebration.
Because not all students have been exposed with other races. Besides get
information about the celebrations, students would also have the awareness to
respect what others are celebrating. But teacher should make a good explanation,
because maybe the information that teacher gives is contradicting with the real
information. Make a deep research about that particular celebration by asking the
follower of that religion.

Second construction is, teacher learn the languages of students in the

classroom. Try to learn at least the basic and common words of other languages. A
teacher who tries to learn the native tongue of her or his students, if only a word or
two, will convey respect for the culture of his or her students and increase their
potentially suffering self-esteem (Perez 152). When teacher try to speak the mother
tongue of the students, it will attract that particular students. Thus create sense of
belonging of the students in classroom. But be careful because maybe other races
would not understand what the teacher trying to say, and maybe they will feel
isolated. So to overcome this, try to explain the words that the teacher try to say, so
that all the students know. This will indirectly make the students learn something
new, and create a stronger bond between students. An example is when the teacher
teaches in indigenous area such as Sabah and Sarawak, where the languages that
the local people speak is not the mother tongue of the teacher. Students will have
the sense that the teacher is approachable when the teacher try to speak their native
language.So the learning process would run smoothly.Teachers also should pay
attention to their verbal and nonverbal language when responds to students who
speak differently. Avoid trying to interrupt and correct the language.
Thirdly, use various type of stories that comprises of various races or ethnics.
If teacher want to teach the lesson using story, try not to use story of the same races.
For example, teacher use folktale of the Chinese or Sikh. Sometimes we can see
that teachers use a lot of Malay or English folktale as the lesson. Other than stories,
teacher can also use music as the tools to conduct a lesson. Use music of different

races as the teaching tools. For example in an English class where teacher wants to
teach about fruits, teacher can use Indian song but the lyrics are change into English
with the name of fruits.Other than that, teacher could do a role play. Teacher choose
a story, and adapt it to other culture. For example, teacher pick a story of Si
Tanggang, but the costume is using the traditional attire of Chinese and Indian.
Next, teacher that teach in indigenous area can use computer-based teaching
and learning for the lesson. 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. An effective
teacher will use technology to improve teaching effectiveness. Using technology in
indigenous area could attract students to focus in the classroom, because
technology is something that they rarely use for everyday life. Teacher can shows
video to students using their own portable projector. Teacher should take this
opportunity to show videos of something that the students unfamiliar with. This is to
broaden their perspectives and perception of their mind. Usually indigenous people
does not know what is happening out of their area. For example, teacher shows
them video of culture display of other races. For urban area, teacher can use
technology as tools to support their lesson. Most of the students in urban area have
the access to use technology, they know how to use it. So teacher can make use of
this. Instead of giving them papers worksheet, teacher asks the students to answer
online quizzes that the teacher had prepared. Other than answering quizzes, Visual
Art teacher could give the students task to draw using the computer. Teacher shows
example of a picture that the students should draw, and students get the freedom to
colour the picture using their own creativity.
The fifth construction is, teacher gives the freedom for students to decorate
and set the rules for their class. Teacher instruct the students to decorate the class
using their own creativity. But teacher also set the theme, which is multicultural.
Students have to bring something to the class that represent different culture. For
example, students can use songkok,kainpelekat,cheongsam,angpau, or sari as the
decoration for the class. They can hang or paste those things mention before on the
wall. Or they could create a corner that display all those things. Next, teacher ask
opinion the students to create the class rules, based on their own opinion. Teacher
asks the students to discuss among them the rules of the class. Teacher just act as a

facilitator, helping the students to give opinion. This is including the duty of each
student in the class,what they should do when teacher is not in the class, who is
responsible to collect the homework of each subject. There will be a reading corner
where students can put any appropriate books of their own.

References

Alsagoff, S. (1985). Sosiologi pendidikan. Petaling Jaya: Longunan Malaysia.

Hamdan, R. (1966). Falsafah Pemiran dan Pendidikan. Johor Bahru: UTM Press.
M.Gollnick, D., & C.Chinn, P. (1990). Multicultural education in a pluralistic
society (3rd ed.). Ohio: Merril Publishing Company.
Spencer Oatey, H. (2012). What is Culture? A compilcation of quotations. Globalpad
Core Concepts.
Skybrary.aero,. (2013). Managing Socio-Cultural Diversity - SKYbrary Aviation
Safety.

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