.

No. Kod: EDU3106

A

BAHAGIAN\
(40 marks) '

Elaborate three factors that cause humans to depend and cooperate in a

group
.
Peace Factor
Everyone of us needs support to reduce the feelings of not
being at peace with ourselves.
.
Status Factor
ln a group, a person will be regarded by others as important This will
enhance his recognition and status in his group.
.
Self-worth Factor
A group gives due honor and recognition to an individual. He
will then feel appreciated and accepted by the group-

1.

Strength and achievement of purpose

Something that is unachieveable on

achieved on

an indlvidual basis can be

group
enchances the strength and
group basis. A

determination to achieve a goal.

Affitiation - A group can fulfilt a social need. Direct interaction can
occur among the group members. Many people fulfitl their affitiation
needs through group interactions in the workplace'

Ifactxlmark

=1mark

1 fact + elaboration x2 marks

3

facts

= 2 marks
+ elaboration x 2 marks = 6 marks

Total: 6 marks

b"

Two processes that have occurred in an effort to unite the different groups

in

society are:

lntegration
This process is demonstrated by feelings of belonging within
the society founded on family and emotional ties. ln Malaysia this can
be seen in the process of developing a Malaysian race that comprises
a multi-ethnic society that is united, prosperous ans has its own
nationat identity. For example, Students from Sabah dan Sarawak
study in schools and lnstitutions of higher learning in peninsula
Malaysia & vice versa; Teachers from Peninsula Malaysia get posted
to east Malaysia and vice versa; Malaysian Schools Sports Council
meets.
Segregation and Accomodatlon
This process acts as the separator between the different ethnic groups
in terms of place of residence, education system, transport and public
ammenities. Accomodation takes place when a group ends a conflict
by interacting peacefully. ln Malaysia, at the central administrative
level, all ethnic groups send their representatives. For example,

se$

No- Kod: EDU3106

different ethnic groups like Chinese, lndians, Malays, Kadazans,

Duzuns, lbans, Bidahyu, etc adapt with each other to live peacefufly.
Acculturation
This process is sometimes known as cultural assimilation and occurs
when minority groups accept the norms, values and behavioral and
cultural patterns of the majority group.
This process involves acceptance and borrowing of the culture of the

majority group, without changing any of the original culture. In

Malaysia, the minority groups acculturalise by adopting the dominant
culture, that is the Malay culture. For example, they wear Malay
costumes, eat Malay foocj and practise many Malay cultures.
Assimilation
This process involves combining and unifying between groups and
individuals of different cultures and identities to create a group with the
same identity. In Malaysia this can be seen through inter marriages
between different ethnic groups. For example marriages between
Malays and Chinese, lndians and Kadazans, Muruts and Bidahyus.

.!factxlmark =1mark
2 tacl+ elaboration x 2 marks = 4 marks
Total = 4 marks

OverallTotal = 10 marks

2"

Exptain four social class ]evels in the traditional Malay society

Sultan

highest hierarchy class

Bangsawan
Officials

royalty

State and district chiefs

Common citizens

The ruled

lfactxlmark=1mark
1 fact + elaboration
4 facts + elaboration

x2 marks = 2 marks
x2 marks = 4 marks
Total = 4 marks

SULIT

]106

sP

EDU3106

Explain three purposes of superstitlons related to births and marriages in the

Malay society.

Avoid bad omen

Births E.g. Do not kill anim,als during pregnancy for fear thai the baby
will be deformed
Safeguard behavior
Marriages: E.g. Do not eat the fowl's neck for fear of falting off while
on the wedding dias

$afey care
Birth: Period of Taboo after delivary is for 44 days; reason - to avoid
pain.

Health beneftts
Births E.g. Take care of your personal health after giving bifth
because a lot of energl, is lost besides the effects of delivary Take
plenty of rest to help in the recuperation process.
Continuity of the Malay traditions
Maniage: Eg Proposat and Engagernent. This customl$uperstition is
intended for the eouple to get to know each other better before the
solornisatisn ol the maniage.

lfactxl mark=1mark
facts + etaboration x2 marks = 2 marks
3 facts + elaboration x 2 nrarks = 5 marks
Total = 6 marks
1

Overall total =

1O

marks

sw

No. Kod: EDU3106

3. a State four efforts taken by the Ministry of Education

to minimize the gap in

Providing the educational opportunities for special needs groups.

.
"
.
.
.
.
r

Special Education School

lntegration of Special Education Programs
lnclusive Classroom
KIA2M prograrn
Special rehabilitation program
3M program targets
Snonial nrtodc vvr
cnhnnl
rvvr
1 fact

x 'l mark = 1 mark

'l fact + elaboration x2 marks = 2 marks

2 facts + elaboration x 2 marks = 4 marks
Total = 4 marks

Briefly describe three inequality of educational opportunities in relation to the social

c[ass.

.
.
.

high-income group have access to higher education, private education and

education abroad while lower income groups rely solely on the government.

capable of accessing all the requirements related to education eg tuition,

art class, additional reading. Low-income groups are less able to afford these.

high income peopte have opportunity to provide better nutrition, a balanced

diet and suppliments [ike vitamin, while low-income earners can afford only
basic food

sveroge and high income group can afford to provide allthe equipment in
terms of lnformation and Communication Technology. The lower income
group however are not able to enjoy unrestricted access to information only timited access.

lfactxlmark=1mark
facts + elaboration x 2 marks = 2 marks
3 facts + elaboration x2 marks = 6 marks
Total = 6 marks

Overalltotal = 1O marks

SULIT

No. Kod: EDU3106

SP

For each target given below, identify a suitable activity to be carried out under the
Action Plan for Aboriginal People programme.

Tarqet qrouo

Activities
Provide a strong foundation before formal education.
Provide a strong early education and skills as preparation
for primary education

Preschoollevel
(5 - 6 years)

II

lil

Prirnary level
(7 - 12 years)

Secondary level
(tg - 18 years)

Left out [evel

Provide a basis strong 3R, thinking skills, basic concepts

of science, art and recreation and inculcation of moral
values.
Provide education and development of cognitive and
affective domains in line with the National Philosophy of
Education
Comprehensive education program and quality education
for Aboriginal students aged 12 -17 years.
Emphasis on thinking skills by focusing on general
education for school children between 12 &17 years so
that each student gets exposure to different fields of
knowledqe.
Skills training that match their interests and abi[ities is
introduced so that they will have more job opportunities.

IV

r
V

Adult level
I

Skills training, entrepreneurship, the developrnent of the

mind, religion & spirituatity besides the implementation
functional literacy education.
Alphabet literacy programme is offered to adults who are
illiterate.

1 fact + elaboration x I mark = 1 mark

facts + elaborationx I mark = 5 marks
Total = 5 marks

ffiT

No. Kod: EDU3106

b.

SP

lf you were teaching in a schoolfor Aboriginalstudents, develop an action plan

to create a culture friendly environment in your school.

Area

School
surrounding

Action Planned

Whose Action?

i. School culture: Encourage awareness

and appreciation of differences in the
community

Teacher

Teacher should acknowledge the

diflerences in the ethnic group and
community in the classroom
ii. Student interaCtion: Program to teach,
reinforcq to respect, caring
charaeteristics dan safety to ensure
physical safety of students.

Students

lnvolve all students to ereate.a climate

of nrutual' respect,and a'sense of
belonging in developing,a positive
environment.
,

iii. Learning climate: Create a buletin

board to display str:dents' products to
show their: eu,lture and ethnicitv

Teacher and students

1 fact +elaboration x 2 % marks = 2 mark

2 tact+ elaboration x 2 1/z marks = 5 marks
Total = 5 marks

Overall Total = 10 marks

SULIT

No. Kod: EDU3106

SP

g
BAHAGIAI\hS +<o--t.

( 40 Markah

a.

Discuss the actions that can be taken by teachers to handle the multisociocultura[ problems in the classroom. Use examples to support your
arguments.

.
.

Understand and celebrate the cultural characteristics of multi-ethnic

pupils. For example, teacher needs to respect the various cultural groups
in society like the Malays, Chinese, lndians, and Bumiputras from Sabah
and Sarawak.
Pay attention to and involve att pupils in classroom activities. For example,
each activity that is implemented in the classroom is represented by att
the ethnic groups in the classroom and suits allthe pupils' beliefs, values
and religions as wel[ as gender. Example encourage atl pupits to
participate in activities like drama, outdoor tasks, visits, etc.
Accept pupils differences and be fair to all pupils at afltimes.
o Teacher should be fair in giving attention to all pupils according to
their individual needs. Example teacher should avoid generalising
students according to their ethnicity or socioeconomic background:
All pupils who live in low cost homes have no interest in their
studies. So there is no need to help them with their studies.
Use of standard language - For example, teacher should use the
standard language in order to give all pupits the sama opportunities.
Cooperative Learning Strategies - Equity in education depends on the
pupils' living environment, socioeconomic background of the family,
learning styles of the pupil. Hence by considering the factors that aid
learning, teachers can perpare effective learning according to students
ability. For example, one strategy is by using cooperative learning
whereby pupils in heterogenous groups can share their knowledge and
experiences with each other, help and interact with each other to ensure
the achievement of the group.
Classroom and relationship management - Teachers can use sociometric
research to study the relationship among pupils in the classroom. For
example, teachers can then place pupils who are ostracised and isolated
together with the 'star' pupil in the same group. Pupits should also be
encouraged to mix freely.
Aspirations and expectations of teachers - Teachers should be aware that
pupils potentials are not determined by their social class, gender, or
ethnicity. Hence it is unfair for teachers to generalise and [abel pupils and
give differential attentlon and respons to pupils. For example teachers
should devote as much time and energy to preparing lessons and
teaching materialfor students from lower socioeconomic groups and is
done students from high socioeconomic groups.
Selection of teaching rnaterial- Teacher should avoid teaching material
that have negative and sensitive elements relating to any particular
eth n iclsocioeconomic/gender group. For exam ple, teach in g materials

NHT

No. Kod: EDU3106

concerning any particular gtoup should be accurate, respectful of

customs, beliefs, and practices relating to particular groups.

lfactxlmark=1mark
fact + elaboration x 2 marks = 2 marks
5 facts + elaboration x 2 marks = 10 marks
Total = IO marks
1

b"

Discuss how the different types of schools in Malaysia handle pupils of

various soeiocl utu res, Provides specific exarn ples.

.
"
.
.

Culture friendly managernent team

Create a school culture that is culture friendly

use of standard language - Bahasa Melayu/ Mandarinl Tamil as a

cornmunication language and nredium of instruction.
Teaching and learning that involves the various ethnic groups in the
elassroom.

"
.

Activities that involve all the ethnic group/ socioeconomic groups/ gender

"
.
.

Celebrate school open day.

Celebrate the major festival of all ethnic groups.

Celebrate National Day.

lnvolvement of parents in.all school activities.

lfactxlmark=lmark
fact + elaboration x 2 marks = 2 marks
5 faets + eraboration x,
1'

T:iliif#i[:

OverallTotal = 20 marks

10

SULIT

SP

No. Kod: EDU3106

2.

a.

Discuss the important things that teachers need to take into consideration in
their role as physical environment designers in order to create a culture
friendly environment in the classroom'
o
a
a

a
a
a

Understand the background of the pupils' in their class

Understand the feelings of every pupil in their class
Know the detailed cultural, religious, and socio-economic background of
every pupil to avoid adopting a negative attitude to any of the pupils in the
class
lnfuse good moralvalues hrough the teaching and learning process
lmplement fair classroom rules for all pupils to obey
use the best pedagogical practices to ensure effective teacning and
learning

demonstrate good human relationships - teacher-pupils, pupils-pupils,

teachers and pupits with the school community.

lfactxlmark=1mark

fact + elaboration x 2 marks = 2 marks

S tacts + etaboration x 2 marks = 10 marks
Total = 10 marks
1

2.

Describe five teaching methods that can be used by teachers to dealwith

students from different cultures in a classroom in a school.
. Cooperative Method - learning in groups by cooperating and integrating
with group members frorn different backgrounds'
. Cotlaborative Method - close cooperation between the two parties or
More. Work together to achieve learning goals'
. Mediative method - using media in learning
. Directive method - Learning through explanation and followed by tests
and exercises to gauge understanding. Future studies - students create for the future'
a
Linking contextual learning materials to realworld situations
a
Generative method - generating ideas critically and creatively
a
Field work research i external context, method of teaching and learning
outside the classroom
Metacognition - thinking about the learning process, learning plans,
monitoring and self-evaluation

lfact=1mark
fact + elaboration = 2 marks
5 facts + elaboration x 2 = 10 marks
Total = 10 marks
1

Overaii Totai = 20 marks

No. Kod: EDU3106

3

SP

Discuss with examples how a teacher can apply the verbal

communication skills to build a classroom environment-friendly culture
a
3

References should be clear and precise regardless of subject taught.

Using standard Malay language to avoid the use of dialect among
students.
Ability to deliver teaching - teachers should use appropriate sentence
structures and the meaning must be clear and organized rnanner.
Teachers need to know how to adjust the voice modulation when
interacting with students.
voice modulation to be adapted to the context and purpose of the speech
conversation
l factxl mark= l mark
1 fact + elaboration x 2 marks = 2 marks
5 facts + elaboration x 2 marks = 10 marks
Total = 10 marks

Elaborate how non-verbal communication skilts can help teachers perform

better in teaching and learning practice

The importance of non-verbal behaviour is to be aware of its communication

skill because teachers are educators and agents of social relations.
The inabitity of teachers to master the knowledge and communication skilts
can affect their teaching and learning process in the classroom.
Teachers need to learn and try to understand the purpose and meaning of a
non-verbal message delivered to him to enable them to establish a friendty
and close relationship with the students and the local community.
Allows teachers to create a classroom environment-friendly culture and a
cohesive society

lfactxlmark=1mark

fact+ elaboration x2 marks

= 2 marks
5 facts + elaboration x 2 marks = 10 marks
1

Total = 10 marks

Overall Total = 20 marks

@Hak Gipta Keraiaan Malaysia

12

20i3

SULIT