INSTITUT PENDIDIKAN GURU

KAMPUS DATO’ RAZALI ISMAIL

21030 KUALA NERUS TERENGGANU

PROGRAM IJAZAH SARJANA MUDA PENGURUAN (PISMP)

AMBILAN JUN 2021
SEMESTER 2 TAHUN 2

TASK 1: INTERVIEW REPORT

NAMA PELAJAR : NAJMIATUN AQILAH BT RAIZUL ANUAR

ANGKA GILIRAN : 2021092340225
NO KAD PENGENALAN : 021029-11-0442
KUMPULAN/UNIT : TESL 3
KOD DAN NAMA KURSUS : EDUP3073 CULTURE AND LEARNING
NAMA PENSYARAH : DR. IDUL HISHAM BIN ISMAIL
TARIKH HANTAR : 18 MARCH 2023

Ulasan/Komen/Maklum Balas Pemeriksa/Pensyarah :

Tanda Tangan Pemeriksa/Pensyarah : Tarikh :

Pengesahan Pelajar
Saya mengesahkan bahawa maklum balas yang diberikan oleh pensyarah telah saya rujuki dan
fahami.

Tanda tangan Pelajar : Tarikh : 18/03/2023

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Interview Report on Cultural Diversity Aspects in School and How to Create Cultural Friendly
Communication.

During the School-Based Experience (SBE), an interview is conducted between the teacher
trainee and an English subject teacher from SK Sura to fulfil the first assignment of
EDUP3073 Culture and Learning. Following that, we must produce a report summarising the
discussion. Hence, this writing will discuss a few methods to create a sociocultural
atmosphere and culturally friendly classroom communication, its impacts, weaknesses, and
suggestions.

One of the methods proposed in the discussion is to approach the variety of religious
beliefs, traditions, and cultures in an equitable and non-discriminatory manner. Firstly, the
teacher must acknowledge every difference in the classroom and develop cultural
competence in the teaching and learning process, for example, reinforcing positive
behaviour by praising students who show compassion, respect, and empathy for others
(Bruno, 2023). It fosters tolerance and understanding among the kids by appreciating and
respecting their background and others. As mentioned in the interview, one of the
alternatives to celebrating every pupil in the schools is a program called 'Wednesday in
English' conducted by the English panel. Its functions as an opportunity for pupils to boost
their confidence to speak in English even from a less privileged pupil. It aims to make pupils
feel included in learning and help each other. Hence, it provides the pupils with a conducive
and positive learning environment where everyone is appreciated and respected equally.

Secondly, to meet the needs of the pupils, the teacher must alter the teaching
materials to consist of different elements from various cultures. Teaching materials add a
significant impact on the teaching and learning process. It supports the concept in the lesson
so the pupils can understand the content better. In varying the cultural contents, teachers
can use multicultural reading resources. For example, in English class, the teacher may use
a story of various cultures such as Malays, Indians, or Chinese; their customs, traditions, or
festivities through the character development or the events. Diversity books should not spark
debate among readers; instead, a well-written book exposes the straightforward truth of the
human experience: we are not so different after all (Yadao, 2019). Selecting a good book
allows children to expand their knowledge and empathy. It aligns with the other alternative
proposed by Madam Lily about the Highly Immersive Program (HIP), a collaboration with

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Kuala Lumpur Shakespeare that welcomes all students to join the online storytelling
activities. It allows children to explore the variety of books that widen their critical thinking
and perspective of the universe. Therefore, we must ensure the kids comprehend that
everyone in the world is unique and belongs to the community.

Throughout the alternatives mentioned above, the impact that we can see on the
school is pupils regardless of their backgrounds, are more interactive with the teachers
during their learning process. It represents that those activities have aided them to build self-
esteem and self-confidence, appreciation, and valuation. That improves their learning and
academic performances that aids in a better future. It also enhances the engagement of
pupils in the lesson. They will feel more excited to learn with their peers and achieve
meaningful learning. Furthermore, it also decreases cultural issues among the students
when everyone is celebrated equally. For instance, we promote interest in students about
the differences that occur among us. So, the pupils will not downgrade, mock or disrespect
others. We want them to internalise the caring culture in class and also in the community as
a whole. As a result, it fosters a positive relationship among young learners and establishes
an efficient learning environment.

However, the weakness arises is when certain parents restricted their children to join
several activities or programmes due to their family background such as economical status
or over-control issues. This is because some activities require extra payment. Therefore, the
family who struggles with their income may not willing to invest in their children. Other than
that, there will be parents that are overprotective and have narrow thinking. Every parent
wants to protect their children from various negative and unnecessary influences of life,
keeping them within a safe growth space. However, restricting the kids from the freedom and
opportunities in learning is abusive. Therefore, teachers and the school play a very vital role
here. Firstly, the teacher must acknowledge the pupils' background. If they are from a low-
income family, the teacher should find funds or supports the children to learn and get the
chance to learn better. The teacher also needs to reassure the parents that the kids will be
safe and in the great hands of teachers. They need to ensure the parents feel safe and
release the kids to learn. Thus, everyone will get equality and equity in learning.

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 In conclusion, this interview session has opened my eyes to the environment of the
school, especially the culture. Not everyone has a clear path to obtaining learning and
education opportunities. Therefore, we must find ways how to help the diversity of cultures to
have a bright future. These kids deserve to feel appreciated and educated. Finally, the
teacher must be creative and innovative to handle the variety of pupils in the classroom to
improve engagement to achieve lifelong learning.

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REFERENCES

Bruno, C. (2023, January 10). Five ways to practice cultural competence in your classroom.
Empatico. https://blog.empatico.org/five-ways-to-practice-cultural-competence-in-
your-classroom/

Wan Lily Khuzaimah Binti Wan Ma’amor. (2023 February 16). EDUP3073 Culture and
Learning Task 1 - Interview Session with Madam Lily from Sk Sura. [Video].
Youtube. https://youtu.be/IRV8WBGILkw

Yadao, D. (2019, September 4). 5 Reasons Why You Should Read a Diverse Book for Your
Next Community Read. We Need Diverse Books. https://diversebooks.org/5-reasons-
why-you-should-read-a-diverse-book-for-your-next-community-read/

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ATTACHMENT

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Attachment 1

Interview Session with Madam Lily, Ketua Panitia Bahasa Inggeris SK Sura.

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Attachment 2

Interview questions:

1. How should the diversity of religious beliefs, customs, and culture be addressed in order
to create a sociocultural atmosphere and cultural friendly classroom communication?
2. How to promote culturally friendly in a classroom?
3. What are the common differences existing in a classroom?
4. What are the implementations of cultural friendly activities at school?
5. What are the impacts to the school?

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Attachment 3

Interview Script

Najmiatun: How should the diversity of religious beliefs, customs, and culture be addressed
in order to create a sociocultural atmosphere and cultural friendly classroom
communication?

Madam Lily: The diversity of religious beliefs, customs and culture should be addressed
fairly and without any prejudice or discrimination. In order to create a
sociocultural atmosphere and cultural friendly classroom, teachers must play
their significant role in acknowledging and celebrating each and every diverse
aspect held by the students without any belittling or depreciating act. Though
some might contradict with the teacher’s own belief, I still think it is important to

make the students feel comfortable and acknowledged of their own beliefs,
custom and culture for the learning environment to be healthy which will
contribute to a communicative classroom atmosphere.

Haziqah: How to promote culturally friendly in a classroom?

Madam Lily: One of the initiatives that can be implemented in promoting a culturally friendly
classroom is by altering the teaching materials to consist of different elements
from various cultures. For example, teachers can make use of culturally diverse

reading materials in the classroom instead of sticking to one stereotypical

culture. The presence of their own culture’s element will make the students feel

closer and relatable to what they are learning. I also think that by highlighting
the similarities in each culture will do wonders in promoting cultural friendly in a
classroom. This will make the student realise that theirs and their friends’
culture does not differ too much and they all deserve to be celebrated and
appreciated in all times.

Najmiatun: What are the common differences existing in a classroom?

Madam Lily: The common differences that exist in my classroom specifically would be the
family’s socioeconomic background. Since this school consists of students from
various different backgrounds from fisherman to oil and gas, there are indeed

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 some distinguishable aspects among the students when it comes to their
socioeconomic background. It is also common for the students to differ in terms
of cultural belief. Though the students are all Malay, the location of their
residential area also affects their way of thinking and doing things.

Haziqah: What are the implementations of cultural friendly activities at school?

Madam Lily: In terms of the implementation of cultural friendly activities, students in SK Sura

are all Malay students. Therefore, we have yet to have to come up with activities

that need to cater to students from different culture backgrounds. However, we

do have activities such as Wednesday in English that is carried out weekly and
all students are welcomed to join. We’ve done it in the hall. Basically, we have
morning assembly every day. Between 7.30 to 7.45 am, each panel needs to
conduct an activity as for English panel, it is Wednesday in English. We also
have the YDSM (Yayasan Diraja Sultan Mizan) programme that focuses more
on students from less privileged family to join English programs which are
stereotypically be advantaged for economically privileged students. Luckily, SK
Sura has been selected to join the activity. Finally, the Highly Immersive
Programme (HIP) which is a collaboration w KL Shakespeare is also another
activity that welcomes all students to join the online storytelling activities.
Through Google Mt. We have been selected from 48 primary schools in Dungun.

Najmiatun: What are the impacts to the school?

Madam Lily: Throughout the implementation of the activities that I’ve mentioned previously, it

has definitely given positive impacts to the school. For example, students
regardless from what background, are more interactive with the teachers during

their learning. There are also less cultural issues that occur among the students

when the acknowledgment of their culture is fairly celebrated. Still, we are

looking forward to more activities and programs that will promote cultural
friendly among our students and teachers.

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Attachment 4

YouTube link:

https://youtu.be/IRV8WBGILkw

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