MINORITY STUDENTS’ PARTICIPATION IN SPORT
Transcript of MINORITY STUDENTS’ PARTICIPATION IN SPORT
MINORITY STUDENTS’ PARTICIPATION IN SPORT-
BASED CHARACTER SCHOOL PROGRAMME IN
PEKAN, PAHANG
BY
BAIDRUEL HAIRIEL BIN ABD RAHIM
A dissertation submitted in fulfilment of the requirement for
the Degree of Master of Human Sciences
(Sociology and Anthropology)
Kulliyyah of Islamic Revealed Knowledge
and Human Sciences
International Islamic University Malaysia
AUGUST 2013
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ABSTRACT
Participation of minority students in sport is ubiquitously scattered nationwide in
Malaysia. Under such phenomenon, students’ sports participation in schools is known
to have been practiced in a school program called sports-based character programme.
This study attempts to elucidate the nature of minority students’ participation in the
programme. It also attempts to find out problems faced by these students throughout
their participation in school sports programme. Apart from that, this study also seeks
to explore the advantages gained by minority students. In order to attain meaningful
data, the researcher carried out focus group interview. In this case, 40 minority
students from two different schools were interviewed. The findings of this study
revealed that sports-based character school programme have been the mechanism that
gives evidence to trigger social integration. The researcher, through observation had
witnessed students do get along with other ethnics while they went on training, culled
together as a group in competition venues. Finally, from focus group interviews that
provided the researcher the bulk of qualitative information, minority students
reiterated that sports-based character school programme is the impetus, pointing to a
meaningful tool for social inclusion. The researcher observed that it is through
winning and participating that had motivated students to stand out and feel dignified.
The researcher found that social mobility is conspicuous in sports participation and is
exemplified when participants move from one social position to another. Finally, the
findings of this study will benefit those who are directly involved with minority
students especially schools, related ministries and academics.
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البحث خلاصة
مشاركة الطلبة من الأقليات في الأنشطة الرياضية بشكل منتشرة ومشتتة في جميع أنحاء تكون ف عن طبيعة مشاركة الطلبة في البرنامج المشار إليو كما تهدف أيضا إلى التعرف على المشاكل التي تواجو ىؤلاء الطلبة أثناء مشاركتهم في تلك الأنشطة الرياضية المدرسية. وإلى
ل الدراسة أيضا النظر في المنافع التي تفيد ىؤلاء طلبة الأقليات. ومن أجل جانب ذلك تحاو الحصول على البيانات المفيدة للدراسة قام الباحث بإجراء مقابلات مع مجموعة بؤرية حيث تمت مقابلة أربعين طالبا من الأقليات في مدرستين مختلفتين. تستخلص الدراسة أن برنامج
طابع والشخصية قد استطاعت أن تكون آلية فعالة في تشجيع الرياضة القائم على الالاندماج الاجتماعي وقد لاحظ الباحث في ىذا الصدد اختلاط ىؤلاء الطلبة مع طلبة آخرين من أعراق أخرى مختلفة أثناء تدريباتهم وتجمعاتهم في مواضع المسابقات. وفي النهاية
ابلة أعضاء المجموعة البؤرة وتأكيدىم قد حصل الباحث على معلومات نوعية من خلال مقعلى أن برنامج الرياضة من ىذا النوع ىو الدافع والأداة الفعالة في إحداث الإدماج الاجتماعي لإتاحة من مثل ىذا البرنامج الفرص للمشاركة والفوز في المسابقات والتي قد
ه الظاىرة، تتم مشاركة دفعت ىؤلاء الطلبة لإبراز أنفسهم البلاد في ماليزيا. وفي مثل ىذالطلبة في المدارس من خلال ما يعرف ببرنامج الرياضة القائم على الطابع والشخصية. تهدف ىذه الدراسة إلى الكشليشعروا بأنهم مستحقين بالتقدير والاحترام. واستخلص الباحث أبضا
يتمثل حين ظاىرة الحراك الاجتماعي واضح في المشاركة في الأنشطة الرياضية وحضوره أنينتقل المشارك من مكانة اجتماعية معينة إلى أخرى. وفي النهاية ستفيد نتائج ىذه الدراسة
من لو علاقة مباشرة بطلبة الأقليات لا سيما المدراس والوزارة المعنية والأوساط الأكاديمية.
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ABSTRAK
Penyertaan pelajar-pelajar minoriti dalam bidang sukan adalah bersifat menyeluruh
terutama sekali di sekolah-sekolah di Malaysia. Berdasarkan fenomena itu, penyertaan
pelajar-pelajar berkenaan dalam bidang sukan tertumpu kepada satu program
berasaskan sekolah yang dikenali program sekolah berwatak sukan. Kajian ini
menjelaskan ciri-ciri penyertaan pelajar-pelajar minoriti dalam program berkenaan. Ia
juga merupakan satu usaha untuk mengenal pasti -masalah yang dihadapi oleh pelajar-
pelajar ini semasa menyertai program sekolah berwatak sukan. Selain itu, kajian ini
turut mengenal pasti faedah-faedah yang diperolehi oleh pelajar-pelajar berkenaan.
Dalam usaha untuk memperoleh maklumat dan data, pengkaji telah menggunakan
kaedah temuramah fokus berkumpulan. Dalam kes ini, sebanyak 40 orang pelajar
telah ditemuramah di dua buah sekolah yang berlainan. Kajian mendapati program
sekolah berwatak sukan dilihat sebagai salah satu alat dalam integrasi sosial (social
integration). Melalui pemerhatian yang dilakukan, penyelidik mendapati pelajar dapat
membiasakan diri dengan rakan-rakan daripada kumpulan etnik yang berbeza
terutama apabila mereka turun menjalani latihan, menyertai pertandingan di lokasi-
lokasi pertandingan dan menerusi tradisi kekeluargaan. Dapatan terakhir hasil
temuramah fokus berkumpulan turut mendapati program sekolah berwatak sukan
menjadi teras kepada inklusi sosial (social inclusion). Penyelidik mendapati rasa
bangga diri (pride) dan maruah (dignity) telah memotivasikan pelajar-pelajar minoriti
ini untuk mencapai kemenangan dan menyertai program sekolah berwatak sukan.
Selain itu, aspek mobiliti sosial (social mobility) turut mempengaruhi penyertaan
pelajar-pelajar berkenaan seterusnya melibatkan pergerakan dalam posisi sosial
(social position). Akhir sekali, kajian ini akan memberi impak yang berkesan terhadap
pihak-pihak yang terlibat secara langsung dengan pelajar-pelajar minoriti seperti pihak
sekolah, Kementerian Pelajaran Malaysia dan dunia akademik.
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APPROVAL PAGE
I certified that I have supervised and read this study and in my opinion, it conforms to
acceptable standards of scholarly presentation and is fully adequate, in scope and
quality, as a dissertation for the degree of Master of Human Sciences (Sociology and
Anthropology).
…………………………….. Nurazzura Mohamad Diah
Supervisor
I certify that I have read this study and that in my opinion it conforms to acceptable
standards of scholarly presentation and is fully adequate, in scope and in quality, as a
dissertation for the degree of Master of Human Sciences (Sociology and
Anthropology).
…………………………….. A.H.M Zehadul Karim
Examiner
This dissertation was submitted to the Department of Sociology and Anthropology
and is accepted as a fulfilment of the requirement for the degree of Master of Human
Sciences (Sociology and Anthropology).
…………………………….. Nurazzura Mohamad Diah
Head, Department of Sociology
and Anthropology
This dissertation was submitted to the Kulliyyah of Islamic Revealed Knowledge and
Human Sciences and is accepted as a fulfilment of the requirement for the degree of
Master of Human Sciences (Sociology and Anthropology).
…………………………….. Ibrahim M. Zein
Dean, Kulliyyah of Islamic
Revealed Knowledge and
Human Sciences
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DECLARATION
I hereby declare that this dissertation is the result of my own investigations, except
where otherwise stated. I also declare that it has not been previously or concurrently
submitted as a whole for any other degrees at IIUM or other institutions.
Baidruel Hairiel Bin Abd Rahim
Signature……………………….. Date…………………………
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INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA
DECLARATION OF COPYRIGHT AND
AFFIRMATION OF FAIR USE OF UNPUBLISHED
RESEARCH
Copyright © 2013 by Baidruel Hairiel Bin Abd Rahim. All rights reserved.
MINORITY STUDENTS’ PARTICIPATION IN SPORTS-BASED
CHARACTER SCHOOL PROGRAMME IN PEKAN, PAHANG
No part of this unpublished research may be reproduced, stored in a retrieval
system, or transmitted, in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise without prior written permission of the
copyright holder except as provided below.
1. Any material contained in or derived from this unpublished research may
only be used by others in their writing with due acknowledgement.
2. IIUM or its library will have the right to make and transmit copies (print or
electronic) for institutional and academic purposes.
3. The IIUM library will have the right to make, store in a retrieval system
and supply copies of this unpublished research if requested by other
universities and research libraries.
Affirmed by Baidruel Hairiel Bin Abd Rahim
………………………… …………………
Signature Date
viii
To my parents, Abd. Rahim Md Noor and Maimunah Salleh, and my siblings:
Baidruel Hisham Abd. Rahim, Allahyarham Baidruel Hazlieshah Abd. Rahim and
Maizatul Mimi Abd. Rahim for their indefatigable understanding and endless love
when I am far away from home to study.
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ACKNOWLEDGEMENTS
Alhamdulillah – all praises to Almighty Allah. I thank Allah for all his ordains in
letting me complete my thesis. I wish to record my sincere and utmost gratitude and
appreciation to my beloved family and supportive peers for their endless
encouragement throughout my period as a student at the Department of Sociology and
Anthropology, IIUM.
There are endless wishes to pen here. First and foremost, I wish to deliver my
gratitude to Dr. Nurazzura Mohamad Diah for her remarkable concern as my
supervisor-cum-Head at the Department of Sociology and Anthropology. Her patience
and strong character portrayed gave much impact on my understanding not only in
academic matters but also in life. Frankly, she is just like my kakak (sister) and I will
never forget all her help to bring me to this level of academic maturity. May Allah
bless her with Jannah al-firdaus. I also wish to give my utmost appreciation to all my
fellow colleagues, particularly Br. Aminu Zubairu Surajoo of Nigeria, Br. Muhammad
Adha Shaleh of Singapore and Br. Effendi Abdul Halim of KICT for their endless
help and their life experiences they have shared with me. Secondly, I wish to express
my utmost appreciation to the panel of Hadiah Latihan Persekutuan (HLP), Ministry
of Education (MOE) for giving me this opportunity to pursue my study. Special
appreciation goes to Dr. Maimunah Muda of Educational Planning and Research
Division (EPRD) who diligently advised me and all staff in EPRD and Sponsorships
Division. It is a great learning experience dealing with them.
My special gratitude to Jabatan Pelajaran Negeri Pahang for allowing me to
conduct this research. Sincere thanks to Hajah Norhasimah Abdul Ghafar, Principal of
Sekolah Menengah Kebangsaan Pekan; Mr. Abdul Jalil Abd Rani, Principal of
Sekolah Menengah Kebangsaan Tengku Abdullah; Mr. Hanizam s/o Lau Ah Ngan,
coordinator for track and field at SMKP and Mr. Ibrahim Abd Jalil, coordinator for
volleyball; your cooperation in helping me to collect the data is appreciated.
My endless gratitude to Prof. Dr. Jamil Farooqui, Prof. Dr. Ahmad Abd Al-
Rahim M. Nasr, Prof. Dr. Fatimah Daud, Dr. Hazizan Md. Noon, Dr. A.H.M Zehadul
Karim, and Dr. Pute Rahimah Makol-Abdul for their high commitment in delivering
and advocating new knowledge and input to me and I appreciate every bit of it. May
Allah bless us all!
I am also thankful to my friends in IIUM. I thank Br. Muhammad Hidzir Mohd
Aris and Br. Saiful Azam Wan Chik of Mahallah Uthman for assisting me to a great
comfort while staying at this university. The Mahallah experience had been a great
one. To Br. Amran Ahmad, thank you for everything as your help during my
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admission has allowed me to experience another learning process in this garden of
virtue and knowledge.
Lastly, I wish to express my gratitude to my following peers: Br. Muhamad
Halim Husin, Br. Shamsud-Din Abdullah, Br. Kamaluddin Abdul Latif, Br. Syed
Ghazali Syed Mohamad, Br. Ahmad Faisal Mohd Ali, Br. Ramadan Saidin, Br. Johari
Ibrahim, Sr. Mazuin Adnan and fellow friends from Sekolah Menengah Kebangsaan
Seri Pekan and Sekolah Menengah Kebangsaan Pekan, thank you for all the good
experiences, guidance and memories.
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TABLE OF CONTENTS
Abstract ................................................................................................................... ii
Abstract in Arabic .................................................................................................... iii
Abstrak ................................................................................................................... iv
Approval Page ......................................................................................................... v
Declaration Page ...................................................................................................... vi
Copyright Page ......................................................................................................... vii
Acknowledgements .................................................................................................. viii
Dedication ................................................................................................................ ix
List of Diagrams ...................................................................................................... xiii
List of Plates ............................................................................................................ xiv
List of Tables ........................................................................................................... xv
List of Abbreviations ............................................................................................... xvi
CHAPTER 1: INTRODUCTION ......................................................................... 1
Background of the Study ............................................................................. 1
Statement of the Problem ............................................................................. 7
Research Questions ...................................................................................... 10
Research Objectives ..................................................................................... 10
Significance of the Research ........................................................................ 11
Limitations and Challenges of the Research ................................................ 12
Organisation of the Thesis ........................................................................... 13
Chapter Two...... .................................................................................... 13
Chapter Three ........................................................................................ 13
Chapter Four ......................................................................................... 14
Chapter Five .......................................................................................... 14
CHAPTER 2: LITERATURE REVIEW ........................................................... 15
Sport in Malaysian Education System ......................................................... 15
Sport and Education ..................................................................................... 17
Sport and Social Mobility ............................................................................ 19
Sport, Race and Ethnicity ............................................................................ 20
Operational Definitions ................................................................................ 22
Sport ..................................................................................................... 22
Habitus ................................................................................................. 23
Character School .................................................................................. 23
Minority ............................................................................................... 23
Theoretical Framework ................................................................................ 24
1) Social Reproduction Theory ............................................................. 24
2) Interpretative Social Action Theory ................................................ 26
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CHAPTER 3: METHODOLOGY ........................................................................ 27
Research Design ........................................................................................... 27
Research Participants ................................................................................... 28
Research Sites .............................................................................................. 32
1) Sekolah Menengah Kebangsaan Pekan ............................................ 32
2) Sekolah Menengah Kebangsaan Tengku Abdullah .......................... 34
Data Collection Technique ........................................................................... 36
Focus Group Interview .......................................................................... 36
Unstructured Interview and Participant Observation ............................ 38
Data Analysis Procedures ............................................................................ 39
CHAPTER 4: FINDINGS AND DISCUSSIONS .............................................. 40
Sports-based Character School Programme and Social Integration ............ 40
Training ................................................................................................ 41
Competition ......................................................................................... 46
Family Tradition ................................................................................. 50
Teacher’s Role .................................................................................... 54
Sports-based Character School Programme and Social Inclusion ............... 58
Minority Well-being........................................................................... 58
Pride and Dignity ............................................................................... 63
Social Mobility ................................................................................... 65
Sense of Connectedness ..................................................................... 68
Discussion ..................................................................................................... 71
CHAPTER 5: CONSLUSION AND RECOMMENDATIONS ....................... 76
Conclusion ................................................................................................. 76
Recommendations ..................................................................................... 78
Schools ............................................................................................... 78
Ministry of Education ........................................................................ 80
Academics .......................................................................................... 82
Suggestion for Further Research ............................................................... 83
REFERENCES ..................................................................................................... 85
APPENDIX I : APPROVAL LETTER
APPENDIX II : CONSENT FORM
APPENDIX III : VIGNETTES
xiii
LIST OF DIAGRAM
Diagram No. Page No.
1 Minority students’ participation in sports-based character school programme 57
xiv
LIST OF PLATES
Plate No. Page No.
1 Sekolah Menengah Kebangsaan Pekan 33
2 Sekolah Menengah Kebangsaan Tengku Abdullah 35
3 Focus group interview with minority students 36
4 Coach advising the players during competition 38
5 Players competing during competition 47
6 Students of different ethnic groups sitting in one tent 48
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LIST OF TABLES
Tables No. Page No.
1 Budget allocation for sport in Malaysia Plans (1966-2005) 2
2 List of secondary schools with ‘character’ in Pekan, Pahang. 5
3 List of secondary schools by different ethnic composition 6
4 Background of Participants 30-31
5 Achievement of SMKP in Pekan district competition from 2011-13 33
6 Achievement of SMKTA in Pekan district competition from 2011-13 35
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LIST OF ABBREVIATIONS
EPRD Educational Planning and Research Division
FGI Focus Group Interview
KIRKHS Kulliyyah of Islamic Revealed Knowledge and Human Sciences
MOE Ministry of education
SDAC Students’ Data Application Centre
SMK Sekolah Menengah Kebangsaan
SMKP Sekolah Menengah Kebangsaan Pekan
SMKTA Sekolah Menengah Kebangsaan Tengku Abdullah
UKM Universiti Kebangsaan Malaysia
UM Universiti Malaya
UPM Universiti Putra Malaysia
UPNM Universiti Pertahanan Nasional Malaysia
UPSI Universiti Pendidikan Sultan Idris
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CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Students‟ involvement in physical activities and sport is substantial. It could lead to a
healthier body and serves as a personal therapy. Apart from the physical and
emotional benefits gained through sport, it serves as a tool in the process of social
integration. Due to these benefits, sport is viewed as one of Malaysia‟s national
agenda. The government wants to ensure total participation of the population in sport,
especially through the „Sport for All‟1 and „High Performance Sport‟
2 policies
(Kementerian Belia dan Sukan, 2009). Furthermore, the government of Malaysia has
invested heavily in ensuring the participation of citizens in sporting activities. From
the First Malaysia Plan until the Eighth Malaysia Plan, the budget allocation for sport
has consistently increased (See Table 1.1). However, only in the Seventh Malaysian
Plan (1996-2000), the government had allocated more than RM 900 million budget to
sport than in any other time (Khoo, 2005). During this period, there was a big sporting
event hosted by Malaysia which is the Commonwealth Games in 1998. The game
requires a lot of money to facilitate the athletes as well as to set up world class
facilities. Budget was also allocated for sports development in preparing Malaysian
athletes to compete in the 1998 Commonwealth Games. These investments have
1 According to Tomlinson (2010: 433), it is “a slogan, principle, and the widely adopted policy that was
taken up by many countries and nations” that encourages total participation in sports among citizens
regardless of skin colours, ideologies and faith. 2 High performance sport refers to a sport that was given focused by sport‟s governing body in a
particular country. It has always been related to those sports that regularly appear in the major multi-
event sports event such as Olympics, Asian Games, Commonwealth Games and SEA Games.
2
ensured that society participates in sport not only for competition but most importantly
for health and social purposes. The involvement of Malaysian citizens in sporting
events is in line with the 1Malaysia spirit, which are important in the nation building
process, especially in a multi-racial and multi-religious country like Malaysia
(Mujibu, 2012; Razaleigh et.al, 2012).
Table 1.1: Budget Allocation for Sport in Malaysia Plans (1966-2005) ________________________________________________________________________
Allocation Allocation for
for sport culture, youth
(RM million) and sport
(RM million)
________________________________________________________________________
First Malaysia Plan (1966-1970) Not available 6.52
Second Malaysia Plan (1971-1975) 7.29 24.29
Third Malaysia Plan (1976-1980) 21.39 63.49
Fourth Malaysia Plan (1981-1985) 71.29 136.21
Fifth Malaysia Plan (1986-1990) 94.74 171
Sixth Malaysia Plan (1991-1995) 291.3 470
Seventh Malaysia Plan (1996-2000) 997.6 1433.9
Eighth Malaysia Plan (2001-2005) 223.4 927.5 ________________________________________________________________________
Source: Khoo, (2005).
In addition to government commitment through annual allocation of budget,
the Ministry of Education has taken proactive steps in nurturing students‟ talents at
their early age. The talents are spotted during competitions. Therefore, the sporting
programmes and events like Sukan Malaysia (SUKMA) and Majlis Sukan Sekolah-
Sekolah Malaysia (MSSM) annual meets aim to nurture talents at the grass root level.
These annual meets are important to athletes who are mostly from schools. The
students have been rewarded based on their level of performance. Their participation
3
is also calculated3 as part of their co-curriculum activities in schools and contributes to
their admission to the tertiary education.
Besides, the Ministry of Education (MOE) ensures those who excelled in their
sporting activities are promoted to join sports schools either at the state or national
levels. There are three national sports schools namely, Sekolah Sukan Malaysia Bukit
Jalil (SSBJ) in Selangor, Sekolah Sukan Malaysia Bandar Penawar (SSBP) in Johore
and Sekolah Sukan Malaysia Gambang in Kuantan, Pahang. In these schools, students
are expected to be involved in sport. Many of them are representing various states in
international competitions. Pandalela Renong who won the bronze medal in 2012
Olympics is an example of Malaysia sports school product and minority student. Thus,
sports schools remain vital in the production of athletes in Malaysia.
Schools are agencies that help the government to introduce sport to the masses.
The MOE has placed a lot of attention to combine both academic and extra-curricular
pursuits to produce well-rounded students who can take the country to the
international arena where sport is concerned. The teaching of physical and health
education, and sports sciences in schools have triggered the importance of sport in
schools. Although there are no clear instructions by the MOE to the schools regarding
their sports preferences, it is ideally witnessed that some schools have chosen one
specific sport to excel in. The selection of sport is based on school administration as
they have full freedom to choose which kind of sport suit their students. They have
excelled in particular sport and to some extent the society identifies them through
3 10 percent is allocated based on students‟ involvement in extra-curricular activities.
4
these sports. The sporting activities thus become the image, identity and character4 of
one‟s school.
In Malaysia, the character school programme or known as Sekolah Berwatak
can be associated to school culture (Sharifah, 2000). It is due to the fact that character
school is similar to school images and ethos. Consequently, it becomes a common
practice and is considered as a way of life to the schooling community. The best
practice of school character programme is seen through Smart Schools, Quality
Schools (Ayob Jantan, 2005), Trusted Schools and High Performance Schools
(Ministry of Education, 2010), where we can see their school character in practice.
The character could be either academic-based activities or sports-based activities (or
both). Ultimately, these schools are known due to such programmes. Based on
primary communication with all Senior Assistants of Co-curriculum in the district of
Pekan, Pahang, the typology of character school programme and different ethnic
composition (according to schools) in the Pekan district can be seen in Tables 1.2 and
1.3.
In this study, the researcher has focused on the minority students‟ participation
in sports-based character school programme in selected schools in the district of
Pekan, Pahang. Sport-based character school is a programme which emphasizes sport
as the main activity and identity of the school. These minority students comprise the
Chinese, Orang Asli, Cambodians and Rohingya people.
4 Some schools that have adopted sports-based character school programme are Malay College Kuala
Kangsar (rugby), Victoria Institution, Kuala Lumpur (cricket) and Sekolah Menengah Abdul Rahman
Talib, Kuantan (softball).
5
Table 1.2: List of secondary schools with „character‟ in Pekan, Pahang
SCHOOL(S)
CHARACTER
SPORTS UNIFORM BODY CLUB
SBPi Pekan Archery - -
SHAH Athletics Scouts Debate/Pantun
SMK Ahmad Sepak Takraw - Gamelan/Arabic
SMK Seri Pekan Cricket - English
SMK Ubai - Martial Art -
SMK Pekan Athletics - Culture
SMK Tengku Abdullah Volleyball Police Cadet Martial Art
SMK Nenasi Woodball - -
SMK Paloh Hinai Handball Scouts -
SMK Lepar Hockey - -
SMK Chini - JPAM/KRS -
SMK Chini 2 - - Kompang
SMK Chini Timur - - Kompang
SMK Dato‟ Mahmud Mat Football - -
SMK Indera Shahbandar - Correctional -
SMK Peramu Jaya Badminton - Batik
Source: Personal communication with Senior Assistant of Co-curriculum of all secondary
schools in Pekan, Pahang on 27 & 28 April 2012 (Preliminary data collected by the
researcher).
SBPi = Sekolah Berasrama Penuh Integrasi
SHAH = Sekolah Sains Sultan Haji Ahmad Shah
JPAM = Jabatan Pertahanan Awam Malaysia
KRS = Kadet Remaja Sekolah
Pantun = Malay proverb literature
Gamelan/Kompang = Malay musical instruments
6
Table 1.2 shows the co-curricular based activities of secondary schools in Pekan,
Pahang. The characters are based on sports, uniform bodies, and students‟ clubs and
associations. The numbers of character are decided by schools. Therefore, the majority
of schools choose to have at least one character.
Table 1.3: List of secondary schools by different ethnic composition in Pekan,
Pahang
SCHOOL ETHNIC COMPOSITION
SBPi Pekan * Malay, Orang Asli
SHAH * Malay, Chinese, Indian, Orang Asli
SMK Ahmad * Malay, Chinese, Indian
SMK Seri Pekan * Malay
SMK Ubai * Malay, Orang Asli
SMK Pekan * Malay, Chinese, Orang Asli, Cambodians, Rohingya
SMK Tengku Abdullah * Malay, Chinese, Indian, Orang Asli, Cambodians,
Rohingya,
SMK Nenasi * Malay, Orang Asli
SMK Paloh Hinai * Malay, Orang Asli
SMK Lepar * Malay, Orang Asli
SMK Chini Malay
SMK Chini 2 Malay
SMK Chini Timur Malay, Orang Asli
SMK Dato‟ Mahmud Mat * Malay
SMK Indera Shahbandar Malay
SMK Peramu Jaya Malay
Source: Personal communication with Senior Assistants of Co-curriculum of all secondary
schools in Pekan, Pahang on 27 and 28 April 2012 (Preliminary data collected by the
researcher). * Hostel provided.
7
In Table 1.3, it is interesting to see how students of different ethnic groups are living
in the district of Pekan. Malay is undoubtedly the majority. Therefore, they are found
in all schools. However, some schools are only confined to Malay ethnic group. This
is due to the fact that those schools are located in Malay dominated areas. In addition,
the combination of Malay and Orang Asli students can also be found in some schools.
The Orang Asli students have chosen those schools because they are near to their
settlements. The near proximity of homes to schools is also the reason for the Chinese
and Indian students to attend these schools. They are centred at the town area of
Pekan, Pahang. Finally, the presence of ethnic groups of Cambodian and Rohingya
students at SMK Pekan and SMK Tengku Abdullah are due to the same reason. The
settlements of these ethnic groups are found nearby schools. This is based on the data
released by 2013 Students‟ Data Application Centre (SDAC) (Aplikasi Pengkalan
Data Murid 2013). There are two common criteria for the minorities of Orang Asli,
Cambodian, Rohingya, Chinese and Indian. First of all, the schools attended by them
are in their residential areas. Second, those schools have hostel provided.
STATEMENT OF THE PROBLEM
The purpose of this study is to explore the nature of minority students‟ participation in
sport-based character school programme. This study also aims to assess problems
faced by the minority students who participated in sports-based character school
programme. Besides, it aims to identify the advantages these students gained through
such programme. To date, the researcher has yet to know how minority students see
this programme, their feelings towards this programme, the mechanism they adopt to
cope with the challenges and the role of teachers and coaches in the programme.
8
Accordingly, there is a need to explore this topic further due to the substantial
participation of minority students5 who contribute to the sporting success in Malaysia.
Like other students, minority students are required to embrace the agenda of the
Malaysian education system through various programmes in order to foster
cooperation and unity among them as well as with the school authority; and character
school programme is one of those. Indeed, the attempt to study minority students in
the Malaysian education context has attracted many researchers (Azizi et al. 2005; Ee
Pei Sze, 2007; Wong Huey Lin, 2007). Almost all of them focus on studying the
Chinese, Indian, Sarawakian and Sabahan native and Orang Asli students in
Malaysian schools. This present study is rather unique and rare as the researcher
touches on the emergence of minority Cambodians and Rohingya ethnics in relation to
the education system in Malaysia. By studying these two ethnics, it gives new insights
to the academic situation in Malaysia.
Apart from focusing on students from different ethnicities, this study is also
unique as it is related to sport. The researcher found that the concept of sport has been
widely discussed among academic circles (Mohd Suzli, 1997; Aindun, 1998; Wilson,
2002; Tracey & Erkut, 2002; Khoo, 2005; Amara et al., 2005; Julismah Jani, 2006;
Mohd Jaflus, 2006; Mohamad Najib & Jamaliah, 2006; Soh Kim Geok et al., 2009).
Academic interest in sport basically concentrates on the idea of sports science,
coaching, nutrition, physical education, sports psychology, and kinesiology
(Hammond, 1953; Hartmann, 2008; Smith, 2010). However, little emphasis has been
given to the field of sociology of sport. Sociological research and interest in Malaysia
5 The minority students from different ethnic groups play an important role in representing Malaysia
especially those who study in Sekolah Sukan Bukit Jalil, Kuala Lumpur. Among important sports
figures are Pandalela Renong and Brian Nickson Lomas. Both are native Sarawakians. Both have
excelled in diving events. Pandalela Renong in particular, created history as the first Malaysian diver to
win a bronze medal in the London Olympics 2012 games.