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

ii

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.

iii

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.

iv

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.

v

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

vi

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…………………………

vii

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.

ix

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

x

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.

xi

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

xii

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

xv

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

xvi

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

1

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.

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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.