EDUP3073 Report

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Report Discussing on the Aspects, Background, Effects and the Implications of

Multi Sociocultural in Malaysia
This report was conducted by interviewing one of the student from Gaya
Teachers Trainee Institute (IPGK Gaya). The interviewer is Mohd Roslan Chee and the
interviewee is Jester Daniel Jayes from PISMP TESL SEM 4. He is the eldest brother
from three siblings and currently live in Papar. He is 21 years old and a Christian
believer. Jester came from a pure Kadazan family, which both of his parents are
Kadazan.
Firstly, the interviewer asked the respondent about his races background by
asking about the differences between Kadazan and Dusun. He explained that Kadazan
and Dusun are the same but different. Kadazan is the branch of Dusun which created
long ago to show who is the strongest tribe, but to instil unity, the word Kadazan-Dusun
had been used to equalize the tribe. We also touch on the origin of Kadazan-Dusun is
probably from the Vietnamese indigenous tribe which can be supported by Anonymous
(2014) whom stated the theory of Kadazan-Dusun originated from the Bunun tribe in
Taiwan. Jester also explained about the biggest celebrations among the Kadazan-Dusun
tribe, which is the Kaamatan festival where the community will celebrate it to shows
gratitude towards the harvest. Along the festival, they will also conduct an Unduk
Ngadau competition where the female of Kadazan-Dusun whom is perfect in terms of
appearances and knowledge will be crowned as the beauty queen.
Next, Jester explained about his views about the diversity in Sabah, which he
stated that even though there are various of races in Sabah, he believed that the
community in Sabah has the value of tolerant. This value of tolerant has lead the
community in Sabah to work in unity to that extend interracial marriage are famous in
Sabah. As stated by Suraya (2014), harmony in socialization, integration and
cooperation among religions is shown significantly in the daily interaction of people in
Sabah. Thus, it is because of the value of tolerant, community in Sabah can live in a
harmonious ways of life.
Next question is about Jesters comments or feedbacks regarding on having

multicultural society in the school. Jester pointed out his comments, which divided into
two sides, which are the positive and the negative. His positive comments is that the
existence of multicultural in the school first, you will have many friends came from
various of ethnics background. He mentioned that by having these many friends, we
could have a cross-culture impact, which we can learn about their ethnics, and they can
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learn about ours. It is also had been mentioned by Azwani & Zahara (2009) that the
diversity allows the students to learn others culture. Jester also believed that this would
create a strong bond among each other. Jester also stated in his comments that having
this multicultural society allows the people to create new things in their culture through
assimilation and adaptation. This is also supported by Ferraro & Andreatta (2017) which
they mentioned on acculturation happens when they assimilate other culture or ethnics
and modifies their original culture. For example, the Malays assimilate the Chineses
culture by giving green packets during celebrations of Hari Raya.
On the negative side, he said that unity is hard to be achieved and could lead to
racism to happen among the community just as the tragedy of 13 th May 1969 that can be
supported by Pillai (2015) whom also agreed that intolerance lead to disunity among the
society. An example that Jester had stated that not all people are tolerant is that some
people might not be able to accept the fact that when Azan is propagated, they have to
stop doing their works and wait until the Azan finish.
Lastly, Jester was asked about his strategies in planning lesson and using
suitable teaching skill and techniques in a multicultural classroom. His first point is a
teacher should understand his/her student and consider other ethnics when planning the
lesson. This is being said that, teacher can adapt the curriculum to enhance learning for
diverse students as well as to meet their needs (Haynes, 2012). His second point is
using cooperative teaching and learning style to instil unity among the students.
Cooperative learning requires the students to solving problem together, which allows
them to gain experiences, and promotes a positive healthy relationship among the peers
(Johnson & Johnson, 1995)
As a conclusion, throughout the interview, we have covered the aspects of the

Kadazan-Dusuns background, and the impact and implications of multi sociocultural in
Malaysia focusing of Sabah and in schools.
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Bibliography
Anonymous. (2014, February 18). Aspek Sejarah Kaum Kadazan [The History Aspects
of Kadazan Ethnic]. Retrieved February 25, 2017, from Scribd:
https://www.scribd.com/document/207723863/Aspek-Sejarah-Kaum-Kadazan
Azwani, I., & Zahara , A. (2009). Pendidikan Pelbagai Budaya dalam Sistem Pendidikan
di Malaysia [Multicultural Education in the Malaysian Education System].
Sosiologi Pendidikan [Sociology of Education], 9(2), 38-48. Retrieved February
25, 2017, from http://education.usm.my/images/docs/DigesPendidik/DP2009-
2/5.pdf
Ferraro, G., & Andreatta , S. (2017). Cultural Anthrapology: An Applied Perspective. New
York: Cengage Learning. Retrieved February 25, 2017, from
https://books.google.com.my/books?id=9FnvDQAAQBAJ
Haynes, J. A. (2012). Culturally and Linguistically Diverse Children. United States of

America: Xlibris Corporation. Retrieved February 26, 2017, from
https://books.google.com.my/books?id=2F5ehyJJKowC
Johnson, D. W., & Johnson, R. T. (1995). Reducing School Violence Through Conflict
Resolution. Virginia: Association for Supervision and Curriculum Development.
Retrieved February 26, 2017, from https://books.google.com.my/books?
id=8JDb_9e9h1QC
Pillai, P. (2015). Yearning to Belong: Malaysian's Indian Muslims, Chitties, Portuguese

Eurasians, Peranakan Chinese and Baweanese. Singapore: ISEAS Publishing.
Retrieved February 25, 2017, from https://books.google.com.my/books?
id=QK1gCwAAQBAJ
Suraya, S. (2014). Peaceful Co-Existence in Religious Diversity in Sabah, Malaysia.

Global Journal of Human Social Science: An Arts & Humanities - Psychology,
14(1), 65-78. Retrieved February 24, 2017, from
http://socialscienceresearch.org/index.php/GJHSS/article/viewFile/919/866
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APPENDICES
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Report Discussing on the Aspects, Background, Effects and the Implications of

Multi Sociocultural in Malaysia
Interviewer : Mohd Roslan Chee
Interviewee : Jester Daniel Jayes
Respondens Background
- A Kadazan-Dusun, Christian
- 21 years old
- Student of Gaya Teachers Trainee Institute, Kota Kinabalu
- Live in Papar, Sabah
Report Questions
1. Can you please introduce yourself?

2. Can you explain a little bit of your ethnics background, and what is the differences
between Kadazan and Dusun?
3. Sabah is a multicultural state in Malaysia. How do you find it? Is it interesting?
4. According to your answer just now, what is your comments on having multicultural
society in the school?
5. As a future educator, how would you organize/conduct your class that is having
students with different culture background?
a. Lesson Plan
b. Teaching styles and techniques

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MOHD ROSLAN CHEE

Report Discussing on the Aspects, Background, Effects and the Implications of

Next question is about Jesters comments or feedbacks regarding on having

As a conclusion, throughout the interview, we have covered the aspects of the

Haynes, J. A. (2012). Culturally and Linguistically Diverse Children. United States of

Pillai, P. (2015). Yearning to Belong: Malaysian's Indian Muslims, Chitties, Portuguese

Suraya, S. (2014). Peaceful Co-Existence in Religious Diversity in Sabah, Malaysia.

Report Discussing on the Aspects, Background, Effects and the Implications of

Interviewer : Mohd Roslan Chee

Interviewee : Jester Daniel Jayes

1. Can you please introduce yourself?

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