Interview Report Writing

1.0 Introduction

Based on the topics presented in Culture and Learning (TSLB 3073) subject, a series of interviews have been conducted at SK Parit Setongkat, Muar, Johor by Aida Kamilia, Mardhiyah, Siti Nur Aziani and I (Erwinnie Ellyia Sherra) during the School-Based Experience (SBE) week which is on the 1st – 5th of March) to discuss the aspects of sociocultural diversity in Malaysia. The interviewees were diverse in terms of their environment, socio-economic level, and values. Therefore, the interviewees were the Principal, Assistant Principal, Assistant Principal (co-curriculum), Head of pupils’ disciplinary, English course leader, and the pupils.

2.0 Plans for the Interviews

The sports week in SK Parit Setongkat had declined the availability of our interviewees. Hence, the strategy is to find time despite the hustles. Therefore, the plan is to work in pairs from and then have assigned interviewees. The next main strategy is to create a short-term Telegram group by adding the interviewees as members to ease communication mainly on locating their whereabouts. Next, a series of questionnaires and voice recorders were used as our planning materials. The novelty of interviewing abroad definitely puts matters into perspective.

3.0 Findings

In terms of sociocultural differences, I learned that the environment plays a vital role in shaping perception, behaviour, and attitudes. For example, in the interview with the assistant principal, parents that put little importance on moral values at home cause children to be more inclined to neglect in practising good morals. Align with the Bronfenbrenner Ecological Model (1979), mesosystem of a child linked between their family and the community. Additionally, I have learned that beliefs also impacted on a person’s way of living. For instances, in SK Parit Setongkat, majority of the pupil practices Islam. Consequently, Muslim pupils will be gathered 20 minutes before school starts and ends to recite the Selawat to praise on the Prophet. The principal informed us that some pupils were not taught to perform obligatory prayers at home. Thus, extensive measures were taken as they make use of the pupil’s school’s environment by constructing a mini Musollah (mosque) in the school and sound the Azan (Call of prayer).

In line with Vygotsky's Sociocultural Theory (1934), development cannot be separated from its social context. In conjunction, the pupils mostly skip breakfast due to their low socioeconomic level. This had impacted their interest and motivation to school which resulted in a poor attendance record according to the Head of school’s disciplinary. Therefore, the school highlights the importance of breakfast by creating multiple JOM SARAPAN corners for pupils to get their own biscuits.

4.0 Conclusion

Overall, the interview went excellently well. We do not only bring an interview report, but we also bring fruitful lessons and experiences back to Sabah. In hopes of my next interview, adaptability and awareness of surroundings became my strongest point as being the interviewer. Honorary mentions also went to our ability to ask the right questions in order to get the best of answers.