INTRODUCTION

Malaysia is a country that rich in its multicultural population. The blend of

beliefs, religions, cultures, languages, literatures and public opinions are the
foundations that build the harmonious and stability among the people (Noriati A.
Rashid, Boon, Sharifah Fakhriah Syed Ahmad & Zuraidah A. Majid, 2014). The three
majority races in Malaysia which are the Malays, the Chinese and the Indians as well
as other minorities such as the indigenous people of Sabah and Sarawak, and those
in Peninsular Malaysia all have their own beliefs and stands that need to be obligated
and respected by each other.
It has been a challenge for educators especially teachers who teach in schools
to maintain this stability and harmony of the diversity of cultures without being biased
or racist towards any other races. According to Tan Sri Lee Lam Thye, the Trustee of
Yayasan 1Malaysia via Utusan Online (2014), teachers carry the responsibility as
the agents to foster the integration of races and also the unity of pupils in schools.
So, as teachers, it is very crucial to understand the socio-cultural diversity in
classrooms as well as to implement it well. As teachers are trusted to practise the
diversity equally, it is essential for them to have better understanding of this cultural
and ethnic diversity first before they could nurture it in their pupils during the teaching
and learning process in the classrooms.
This writing is entitled to discuss the analysis of socio-cultural implications of
diversity in the classroom. It also will suggest five constructions of environmentfriendly teaching and learning culture and will be designing a program that will be
able to create a friendly classroom environment of the various groups.

1
NURAINAA IZZATI BT DAUD
TESL (SK)

A. Analysis of Socio-Cultural Implications of Diversity Against Teaching

Differences in
communication
skills
Classroom
management

Differences
approaches in
solving problems

Acceptance and
fair treatment

Cooperative
learning strategy

Figure 1: Implications for the analysis of socio-cultural diversity in the classroom.

Based on the figure above, those are the implications for the analysis of sociocultural diversity in the classroom that will be discussed further. The first implication
that can be seen from the analysis was the differences in communication skills.
Intercultural communication can be defined as the communication between those
who have different cultures, values and beliefs (DeVito, 2009). As the pupils are
coming from different backgrounds and cultures, their communication skills are varies
from one another. Malay pupils will usually use colloquial language if they are
communicating with their peers in Malay. However, it is different for the Chinese and
the Indians pupils where they will usually use more proper and formal language if
they are communicating in Malay. They will also use pronouns such as I and You
to everyone including to the teachers although it seems to be impolite to the Malays.
However, they should not be blamed because of the differences in
communication skills because it is the way that they had been trained according to
their cultures and values. This is why cultural sensitivity is very important while
communicating (Animah Assih, 2012). Malaysian also put great emphasis on
manners and courtesy while speaking. For instance, the youngsters are not allowed
to interrupt while the elders are speaking (Kesantunan merentas budaya', 2013).
This usually is applied by the pupils in the classroom where they do not usually
interrupt the teacher while she or he is talking. So teachers have to be aware of the
2
NURAINAA IZZATI BT DAUD
TESL (SK)

differences in communication skills so that there will be no misunderstanding during

the communication in classroom. Also, teachers have to use appropriate language by
considering the diversity in culture norms of the pupils that came from different sociocultural backgrounds (Kesantunan merentas budaya', 2013).
The next implication that can be seen is the differences approaches in
solving problems. The approaches in solving problems is differs according to the
culture and beliefs that a person is bounded to (Noriati A. Rashid, Boon, Sharifah
Fakhriah Syed Ahmad & Zuraidah A. Majid, 2014). In a classroom, there will be
pupils who were being raised with the environment that very particular about practice
of leadership in the family. So the approaches will be varies, whether they are
following the authoritative autocratic or democratic types of ruling system (Noriati A.
Rashid, Boon, Sharifah Fakhriah Syed Ahmad & Zuraidah A. Majid, 2014)
For instance, the indigenous people are very famous with the organisation
structure that is ruled by a leader called Batin. So every matter will be discussed to
him and he will decide on the decisions based on his judgement (Abdullah, 2012). So
the indigenous pupils in classroom might not be able to solve problems using the
methods usually used by other pupils from different races because they are used to
follow the autocratic type of leadership in solving problem. Thus, teachers need to
really understand about the different backgrounds of their pupils while giving tasks in
order to be able to manage the classroom well and to maintain the stability of the
diversity of pupils in the classroom.
Next is the implication of the socio-cultural diversity to the teachers. As
teachers are the agents of integration and unity, it is very important for teachers to
accept the diversity of socio-cultural of their pupils and treat them fairly and
equally. It is in line with the Malaysia Education Blueprint 2013-2025 which
highlighted the five system aspirations for the Malaysian education system, one of
them is access. It stated that every Malaysian child, regardless of wealth, ethnicity or
background deserves equal access to an education that will enable that child to
achieve his or her potential (Ministry of Education, 2013). Teachers should not see
the pupils as the group of people with differences in races, cultures and also social
classes but they need to be seen as people with the socio-cultural diversity that are
unique and special in their own ways (Noriati A. Rashid, Boon, Sharifah Fakhriah
3
NURAINAA IZZATI BT DAUD
TESL (SK)

Syed Ahmad & Zuraidah A. Majid, 2014). According to Ety Kurniayati (2013), just is
defined as putting something to its own righteous place. Therefore, when the
teachers are having deep understanding about the differences of the pupils and
treated them fairly according to their needs, teachers will be able to give full attention
to them by using appropriate approaches when handling them. In addition, teachers
also will be able to draft and conduct the teaching and learning process in peace.
The fourth implication that can be seen form the socio-cultural diversity in
classroom is the classroom management. According to Martin & Sugarman (1993),
classroom management refers to those activities of classroom teachers that create a
positive classroom climate within which effective teaching and learning can occur.
Teachers are ought to teach based on the curriculum specifications highlighted by the
Ministry of Education but to maintain the classroom management is a challenge to
them. Definitions and expectations of appropriate behaviour are culturally influenced,
and conflicts are likely to occur when teachers and pupils come from different cultural
backgrounds (Weinstein, Tomlinson-Clarke & Curran, 2004).
Therefore, before starting the lesson, teachers should recognise their own
ethnocentrism and biases. This is to ensure that they are aware of the
misinterpretation of behaviours that might occur if they view the situations according
to the ethnocentrism and biases. Second, it is important for teachers to know their
pupils cultural backgrounds (Sheets & Gay, 1996). By attaining ample understanding
of the pupils backgrounds, teachers will be able to have the sense of views about
behaviour, rules of decorum and etiquettes, communication and also the learning
styles of the pupils. Teachers should also commit to building a caring classroom. It
includes the psychologically safe environment for the pupils. They will feel safe if they
do not feel threatened mentally or physically in the class. They also will feel safe if
the teachers are aware and sensitive of their cultural diversity. It is concluded that
good teacher-pupil relationships are important to effective classroom management
(Marzano, 2003).

4
NURAINAA IZZATI BT DAUD
TESL (SK)

Teachers should recognise their own

ethnosentrism and biases
Teachers should know their pupils'
backgrounds
Teachers should commit to building
a caring classroom

Figure2: Expectations teachers should have in classroom management.

The last implication for the socio-cultural diversity in classroom is the

cooperative learning strategy. Cooperative learning is defined as an instruction in
which the students work in teams in order to accomplish the common goal under
some conditions (Co-operation.org, 2015). This idea of learning strategy had been
suggested by both David W. Johnson and Roger T. Johnson. According to them,
cooperative learning is the instructional use of small groups so that students work
together to maximize their own and each others learning (Johnson & Johnson,

5
NURAINAA IZZATI BT DAUD
TESL (SK)

1998).

w
p
o
C
Im
':
s
c
n
e
d
tu
y
a
fk
ilrA
b
v
g
/G
P
h

Figure 3: Principles of Cooperative Learning Models (Macpherson, 2000).

Thus, in a classroom that is occupied by multi-cultural pupils, cooperative
learning will make the pupils to socialise around regardless of their differences. They
will be associating with one another in order to ensure that their groups are able to
complete the task needed by the teacher. Indirectly, they will be communicating and
the sharing of knowledge of others beliefs, cultures and values will be transferred to
the other group members. The awareness of the differences of the cultures will help
to strengthen the relationship and also help in building the cooperation and tolerance
needed in the multiracial society (Noriati A. Rashid, Boon, Sharifah Fakhriah Syed
Ahmad & Zuraidah A. Majid, 2014).

6
NURAINAA IZZATI BT DAUD
TESL (SK)

In conclusion, the socio-cultural diversity in classroom has given many

implications to teaching and learning process in class. Teachers play a very crucial
role in maintaining the stability and unity of the multi-racial pupils. It is important for
the teachers to really have enough understanding about the differences and nurture it
to their pupils so that they will be able to comprehend and accept the uniqueness of
each races and cultures and thus accepting each other with open hands.

7
NURAINAA IZZATI BT DAUD
TESL (SK)

B. Suggest Construction of Teaching and Learning Environment

Friendly Culture.
It has been a challenge for the schools especially the teachers to conduct a
class that is full of the pupils with the socio-cultural diversity. Many factors need to be
revised in order to preserve the unity and harmony of the multiracial groups in the
class. Thus, teachers are obligated to make sure that the classrooms are always in
the environment-friendly teaching and learning culture. Thus, in order to promote the
environment-friendly teaching and learning culture in the classroom, several ways
have been proposed to the teachers for consideration.

Teaching and learning

materials

Physical components

Environment- friendly
teaching and learning
Sociolinguistics

culture
Teaching and learning
activities

Socio-emotional
environment

Figure 4: Five constructions of environment-friendly teaching and learning culture.

Figure 4 above shows the five constructions purposed for the environmentfriendly teaching and learning culture in the classroom.

The first way is by

considering the physical components of the classroom. This included the

classroom arrangement. According to Stronge, Tucker & Hindman, (2004) effective
teachers organise a safe classroom environment. Teachers should be considering
8
NURAINAA IZZATI BT DAUD
TESL (SK)

few factors in planning a classroom arrangement that will benefits both the pupils and
the teachers. In nurturing the environment-friendly teaching and learning culture
among the pupils with the socio-cultural diversity, this classroom arrangement will
benefit both parties the teachers and the pupils in following ways:

Easy to facilitate the

class.

Promote discussions.

Encourage group
activities.

Solve any behavioral

problems.

Figure 5: Benefits of good classroom arrangement (AmpliVox, 2014).

Thus, there are a few classroom arrangements that can be used by the
teachers in order to maintain the unity of these diverse pupils. First is by arranging
the pupils in small groups, mainly about four to five pupils in a group. This will
encourage them to socialise around especially when they came from different
backgrounds and races. They will be sharing stories about the different cultures and
values that they are practising indirectly (Noriati A. Rashid, Boon, Sharifah Fakhriah
Syed Ahmad & Zuraidah A. Majid, 2014). Another classroom arrangement that can
be used by the teachers is the U-shaped layout. The advantages of using this kind
of arrangement are, it is easier to see everyone in the class thus making the attention
9
NURAINAA IZZATI BT DAUD
TESL (SK)

easier to be obtained by the speaker at the centre, unity can be created by arranging
the tables together, pupils are open to freedom and it encourages participation from
all. It also works well with role-playing and any class activities (AmpliVox, 2014).

Figure 6: Example of U-shaped layout (AmpliVox, 2014).

Besides, good and appropriate teaching and learning materials should
also be considered by the teachers in order to create an environment-friendly
teaching and learning culture in the classroom. Cultural- friendly teaching and
learning materials can attract pupils to learn in fun and meaningful ways. For
example, there is a topic Unity in Diversity in the English Year 4 (SK) textbook. So
teachers can use suitable teaching aids to teach this topic in the class. When
teaching about different festivals being celebrated in this country, teachers can
prepare various clothes that represent each race in Malaysia. Teachers can also ask
the pupils to bring their traditional costumes and food that they usually eat during the
festivals (Lim, Lee & Khor, 2013). This will make the learning more meaningful as the
pupils are able to see real objects being used as the teaching aids.
Furthermore, the teaching and learning activities also should be revised
when planning an environment-friendly teaching and learning culture. Teachers can
use the method of learning through play. For instance, when teaching the physical
education class, teaching can introduce the traditional games in order to teach basic
movement skills including the loco motor movements, non- loco motor movements
and also the manipulation of tools. The example of traditional game that can be
infused is ting-ting. When the pupils are jumping with one foot only, they are
improving their loco-motor skills (Ainin Soffiyah, 2011). Besides that, teachers can
also use batu seremban when teaching Mathematics to pupils. They can learn how
10
NURAINAA IZZATI BT DAUD
TESL (SK)

to count using the batu seremban (Ainin Soffiyah, 2011). All these teaching and
learning activities can make the pupils to enjoy the learning process and indirectly,
the cultural aspect can be instilled and this will make them to appreciate each others
cultures more.

Ting ting

Batu seremban
Figure 7: Example of traditional games.

Moreover, the socio- emotional environment of the classroom should

also be taken into consideration if the teachers are intended to build an environmentfriendly teaching and learning culture. Teachers should make the classroom safe for
the pupils to learn. Maslow (1970) suggested the Maslows Hierarchy of Needs which
consisted of the physiological needs, safety and security, love and belongingness,
self-esteem and self-actualisation. Thus, teachers could implement this theory in
classroom. For example, teachers should ensure that the ventilation of air is sufficient
in the class by opening the windows, which is one of the basic needs needed by all
human. Teachers also should make sure that the pupils feel safe and secure when
they are in the class. This includes giving fair treatment to all pupils despite of the
diversity of their cultures and races. Teacher should ascertain that the classroom
environment does not stressing and giving threats to them because of the differences
of each pupil. In addition, teachers should nurture the sense of love and
belongingness among the pupils regardless of their differences. They should be
encouraged to communicate well and mix around during the teaching and learning
process.
The last construction that can be seen is regarding the sociolinguistics.
According to the AllAboutLinguistics.com (2012), sociolinguistics is the study of the
relationship between language and society. It helps us to understand why we speak
11
NURAINAA IZZATI BT DAUD
TESL (SK)

differently in various social contexts and help uncover the social relationship in a
community. The various sociolinguistics in Malaysia can be found in the different
races and cultures of the ethnic groups. When teachers have better understanding
about the sociolinguistics of every ethnic, the harmony communication can be
achieved in the class. Similarly, pupils will be able to communicate well with their
peers regardless of their differences. For instance, Malay pupils will use more casual
Malay language when they are talking to their peers but will use standard and proper
Malay when they are conversing to the people who are older or respected such as
their parents or the teachers. In addition, most Malaysians are used to use Manglish
which is Malaysian English when they are talking in English. This usually happens to
non-Malay pupils as they are more fluent in English rather than in Malay. So, they
tend to use colloquial words or mix them with Malay or their mother tongue
languages, such as the use of lah and meh at the end of their sentences. As
teachers, it is not wrong to correct them but teachers should also understand their
condition by referring to the sociolinguistics study. Thus, this will help in maintaining
the environment-friendly teaching and learning culture in the classroom.
To conclude, there are many ways that the teachers need to revise in order
to create the environment-friendly teaching and learning culture in the classroom.
Physical components, good teaching and learning materials, various and creative
teaching and learning activities, socio-emotional environment and also the linguistic
component are some of the ways that have been suggested that can be used by the
teachers in order to make the environment-friendly teaching and learning culture a
reality.

12
NURAINAA IZZATI BT DAUD
TESL (SK)

C. Plan a Friendly Culture Programme in the Classroom.

The programme that I plan for the Friendly Culture Programme in the Classroom is
the Our Cultures. This programme is planned based on the construction of the
teaching and learning materials.
Introduction.
This programme is a suggestion to make the teaching and learning more fun and
effective to the Standard 4 Melati pupils. It is designed to make the pupils to have
better understanding of the diversity of ethnics in Malaysia thus making them to
appreciate the differences and uniqueness of each one of them. With the cooperation of every member in the class, this programme is wished to act as the
catalyst to promote the unity of the multi-racial pupils in this class.
Rationale.
An effective teaching and learning process is highly depends on the effectiveness of
the teacher with the help of good teaching and learning materials. Thus, in order to
make the teaching and learning more fun and enjoyable for the pupils, teacher
should come out with a great teaching and learning resources. This resources should
be reliable and practical for the teacher to conduct as well as for the pupils to make
use of it, thus helping them to have better understanding of the topic that they are
going to learn.
Aim.
To make the teaching and learning to be more comprehended to the pupils. Also, to
make the pupils to appreciate the diversity of ethnics that exists in Malaysia. It is also
aimed to make them to know better about others cultures and values as well as to
make them appreciate more about their own cultures too.
Objectives.
1. To promote fun and enjoyable teaching and learning process.
2. To ensure all pupils have better understanding about others cultures and
values.
3. To instil the sense of love and respect of the unity of diversity in classroom.
13
NURAINAA IZZATI BT DAUD
TESL (SK)

Target group.
All pupils of Standard 4 Melati.
The committee.

Advisor:
Madam Salmah binti ishak
(Class teacher)
Chairman:
Muhammad Akmal bin Borhan
(Class monitor)
Vice Chairman:
Farhana Aqilah binti Saad
(Assistant Class Monitor)
Secretary:
Ang Sin Yi
Treasurer:
Shubashini d/o Kumar
Committees:
Daniel Irham bin Muhammad
Siti Zalina binti Harun
Tan Mei Lin
Gurpeet Kaur
Viviana anak Mulun

14
NURAINAA IZZATI BT DAUD
TESL (SK)

The implementations.
This programme will be held continuously throughout the year. The pupils will be
divided into several groups and each group must be of pupils from different races.
Teacher asks the pupils to create a Culture Corner at the back corner of the class.
Then, teacher gives a different topic for every month and the pupils also need to find
the information about different ethnics that exist in Malaysia. For example:
Month
January

Topic
Traditional food

February

Traditional Costumes

March

Festivals

Group
1) Malay
2) Chinese
3) Indian
4) Sikh
5) Iban
6) Kadazandusun
7) Murut
1) Chinese
2) Indian
3) Sikh
4) Iban
5) Kadazandusun
6) Murut
7) Malay
1) Indian
2) Sikh
3) Iban
4) Kadazandusun
5) Murut
6) Malay
7) Chinese

All pictures, information and realias that they managed to find will be placed at the
corner and it will be changed monthly according to the topic. All pupils in the groups
must cooperate in order to complete the task given. Towards the end of the
programme, teacher can find a day and held a Culture Day. All pupils can dress up
in their traditional costumes and can bring their traditional cuisines to the class. They
can have a mini open house where they enjoy the food and can also present
cultural performance according to their cultures.

15
NURAINAA IZZATI BT DAUD
TESL (SK)

Figure 8: Example of traditional costumes and cuisines of all races.

Conclusion of programme.
The unity of diversity in classroom can be achieved if the teacher knows how to
attract the pupils using appropriate approaches. It is important to have a friendlyculture environment in the classroom so that the pupils will feel appreciated although
they are all coming from different backgrounds. This programme is hoped to help the
teacher to achieve the friendly-culture environment and thus promoting the unity of
diversity that happen to be exist in Malaysia.

D. Reflective Writing
After completing this coursework, I feel blessed because I have gained
many experiences that are very useful to be used in future. First and foremost, I have
gained more understanding of the diversity of culture in Malaysia. I managed to
identify the implications of socio-cultural diversity in the teaching and learning. This
16
NURAINAA IZZATI BT DAUD
TESL (SK)

makes me realise how important this topic to be mastered by the teacher. I began to
appreciate my cultures and background more and accept the differences of others.
This coursework had really opened my eyes to see the challenges that
need to be faced by the teachers in the real teaching world. As a future teacher, I
really need to be concerned about the socio-cultural diversity that exists in Malaysia
especially in my context, it might exists in the classroom itself. The teaching and
learning process that will be conducted in the future have to be in line with this matter
to ensure the knowledge can be transmitted and achieved by all the pupils despite of
their differences.
There are some challenges and problems that I had encountered
throughout the completion of this task. The first one is the limited printed sources
available. I did not really have choice because most printed materials and sources
that are available in the library had been borrowed by other people. So I had to look
for the optional choices on the web and in the online journals. I also had to borrow
the books from my friends from the different options and utilised the appropriate
contents to be adapted to my assignments. The process of collecting the information
needed was also a challenging aspect to me. I need to read and analysed the
materials that I had gathered before I can use them in this assignments. I found
many reading materials that were related to the topic but some of the contents could
not be used because they did not match the need of the coursework. Thus, I had to
carefully select the most suitable information before inserting it in the coursework.
I also managed to discover my strength in completing the coursework.
Since I am always fond of anything that related to culture and history, I found myself
enjoying the process of obtaining all the information needed. It made me to feel
motivated as I was doing something that I love. The more that I have found, the more
I feel attracted to learn about these socio-cultural diversity in Malaysia. This had
made the whole process became easier as I was so eager to look for the information.
However, I also noticed my weakness along the completion of this
coursework. Time management was my very close enemy. I failed to manage my
time well in planning and doing this coursework. Although I knew that this coursework
required abundance of time for the research and planning, I did not make much effort
to start this coursework earlier. This condition happened because I was occupied with
17
NURAINAA IZZATI BT DAUD
TESL (SK)

other tasks and commitments that need to be settled at that moment. To make sure
that this is not going to happen again in the future, I have promised myself to set a
goal in doing any tasks or coursework. I also have to have better plans in organising
my time well so that I do not have to face the same problem again. For instance, I
need to list all the works that need to be done and allocate time to focus on one thing
at a time by giving priority to the tasks that require more attention and time allocation.
I also have developed my teaching competency throughout this coursework.
All this while, I have been having a mind-set that teachers only need to teach the
academic skills and knowledge, but after completing this coursework, I realised that
teachers responsibilities are beyond that. Teachers play a very crucial role in
inculcating the unity among the pupils from different races and beliefs so that they
can learn and work together in harmony. Furthermore, I noticed that planning an
effective teaching and learning process requires much effort and a lot of aspects
need to be put into consideration. I realised that the teaching and learning activities
and materials need to fill the pupils needs and appropriate for them.
This coursework has also teaches me to be more determined in life. As this
coursework is a bit tougher, I need to have strong wills to complete it in the time
given. Although I did not have plenty of sources, by hook or by crook, I had to find
another alternatives and options in order to complete the coursework. I also had
learnt to cooperate well. The sharing and exchanging ideas from my peers had
helped me to be able to complete the coursework. If I did not participate in the
discussions, it would be harder for me because sometimes I was confused and did
not have any ideas to continue.
In conclusion, this whole course and coursework has offered me so much
knowledge and experiences. I have started to respect others uniqueness and
differences better as well as appreciating mine. This is so helpful for a future teacher
like me that will have to face the diversity of the pupils in real life situation one day.

18
NURAINAA IZZATI BT DAUD
TESL (SK)

REFERENCES
Abdullah, M. (2012). Orang Asli Temuan. Hubungan Etnik. Retrieved 28 March 2015,
from http://hubunganetnik-ipgkpi.blogspot.com/2012/06/orang-asli-temuan.html
Abraham Maslow, Motivation and Personality, 2d ed., Harper & Row, New York,
1970, p. 38.

19
NURAINAA IZZATI BT DAUD
TESL (SK)

Ainin Soffiyah,. (2011). Lima cara membina persekitaran pengajaran dan

pembelajaran

yang

mesra

budaya.

Pena

Menulis.

Retrieved

from

http://kopidangula.blogspot.com/2011/02/lima-cara-membina-persekitaran.html
AllAboutLinguistics,. (2012). What is Linguistics? - All About Linguistics - original.
Retrieved 28 March 2015, from https://sites.google.com/a/sheffield.ac.uk/all-aboutlinguistics/what-is-linguistics
AmpliVox,. (2014). Classroom Layouts: Seating Arrangements for Effective Learning.
AmpliVox. Retrieved 29 March 2015, from http://blog.ampli.com/2014/03/classroomlayouts-seating-arrangements-for-effective-learning.html
Animah Assih,. (2012). TAJUK 6 - Budaya Dan Komunikasi (2). Scribd.com.
Retrieved 27 March 2015, from https://www.scribd.com/doc/84818865/TAJUK-6Budaya-Dan-Komunikasi-2
Co-operation.org,. (2015). Introduction to Cooperative Learning -. Retrieved 28
March

2015,

from

http://www.co-operation.org/home/introduction-to-cooperative-

learning/
DeVito, J. A. (2009). Human Communication: the basic course. (11th ed.). Array
Boston: Allyn & Bacon:Pearson
Ety Kurniyati,. (2013). ADIL MENURUT ISLAM. Retrieved 28 March 2015, from
https://etykurniyati.wordpress.com/2013/07/22/adil-menurut-islam/
Johnson, D., & Johnson, R. (1998). Active Learning: Cooperation in the College
Classroom (2nd ed.). Minnesota: Interaction Book:Edina.
Kesantunan merentas budaya. (2013). Kesantunan Bahasa. Retrieved 28 March
2015, from http://hemajoo95.blogspot.com/2013/08/kuliah-5-kesantunan-merentasbudaya.html
Lim, E., Lee, P., & Khor, H. (2013). English Year 4 Sekolah Kebangsaan (pp. 93-102).
Kuala Lumpur: Dewan Bahasa dan Pustaka.
Martin, J., & Sugarman, J. (1993). Models of Classroom Management (2nd ed., p. pg
9). Bellingham: Temeron Books Inc.
20
NURAINAA IZZATI BT DAUD
TESL (SK)

Marzano, R, Marzano, J, and Pickering, D. (2003).Classroom management that

works. Research based strategies for every teacher, Association for Supervision and
Curriculum Development, Alexandria, VA.
Ministry of Education,. (2013). Malaysia Education Blueprint 2013-2025 (p. 65).
Putrajaya: Kementerian Pendidikan Malaysia.
Noriati A. Rashid, Boon, P. Y, Sharifah Fakhriah Syed Ahmad, & Zuraidah A. Majid,.
(2014). Budaya dan Pembelajaran. Shah Alam, Selangor: Oxford Fajar Sdn Bhd.
Sheets, R. and Gay, G. (1996). Student Perceptions of Disciplinary Conflict in
Ethnically Diverse Classrooms. NASSP Bulletin, 80(580), 84-94.
Stronge, J., Tucker, P., & Hindman, J. (2004). Handbook for qualities of effective
teachers. Alexandria, Va.: Association for Supervision and Curriculum Development.
Utusan Online,. (2014). Guru mampu jadi ejen pupuk integrasi kaum, perpaduan
negara - Lam Thye Artikel Penuh:
http://ww1.utusan.com.my/utusan/Pendidikan/20140714/pe_05/Guru-mampu-jadiejen-pupuk-integrasi-kaum-perpaduan-negara---Lam-Thye#ixzz3Vv6ii2qZ Utusan
Melayu (M) Bhd. Retrieved from
http://ww1.utusan.com.my/utusan/Pendidikan/20140714/pe_05/Guru-mampu-jadiejen-pupuk-integrasi-kaum-perpaduan-negara---Lam-Thye
Weinstein, Tomlinson-Clarke, & Curran,. (2004). Toward a Conception of Culturally
Responsive Classroom Management. Journal Of Teacher Education, 55(1), 25-38.

21
NURAINAA IZZATI BT DAUD
TESL (SK)