Bangunan SKTM(Sekolah Kebangsaan Tanjung Malim)

Bangunan SKTM, Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak

In 1926, the flood submerged the town of Tanjung Malim for three
days and three nights. In addition, Masjid Jamek Tanjung Malim was
initially built in 1926, renovated in 1932, and became one of the oldest
mosques in Tanjung Malim.

After the establishment of Tanjung Malim, the roads and railways
started to be constructed and used as circulation. The first railway
construction began in 1882 and was funded by the Perak State
Government. In 1885, the railway was then opened by Sir Hugh Low, a
British Resident of Perak at the time. It was 12 kilometres long,
connecting towns such as Taiping, Jalan Simpang, Jalan Matang and Port
Weld (Kuala Sepetang). This first railway links the mining area in Larut to
Port Weld and enables labourers and miners to travel from one place to
another (Landasan keretapi Kuala Sepetang, n.d.).

Figure 3.6: The Development of Railway in Perak in 1886-1896
(Source: Ariffin et al., 2014)

In 1895, two lines railway service of Lembah Kinta from Ipoh to
Teluk Anson (Teluk Intan) and Ipoh to Tanjung Rambutan have been
constructed and were used to transport a large scale of tin ore which was
mined in Kinta Valley to Teluk Anson Port surrounding (Haffiz, 2016).

34

Bangunan SKTM, Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak

Figure 3.7: Railway Map in 1895 Connecting Port Dickson and Penang Through In Selangor, the railway line between Kuala Lumpur and Bukit
Tanjung Malim Kuda, Klang, was opened to the public a year later in 1886. This line was
opened after Frank Swettenham, a Resident of Selangor at the time,
(Source: Sadka,1960) showed the need to build a railway line between Kuala Lumpur and Klang.
The opening of these two railway lines has led to an increase in the output
of tin ore in both states. Besides, it reduces the cost of transporting tin ore
between the mines and the port, resulting in economic growth for both
states due to the construction of this railway (Latar Belakang Kereta Api
Tanah Melayu, 2019).

The construction of railways began to develop from time to time.
Later in 1896, after the Federated Malay States were formed, Frank
Swettenham proposed all the railways in Perak, Selangor, and Negeri
Sembilan be connected in one railway network and correspondingly
named it Kereta Api Negeri-Negeri Bersekutu (KNMB) in 1901 (Latar
Belakang Kereta Api Tanah Melayu, 2019).

By 1941, KNMB had significantly contributed to developing the
national railway service, where a complete railway system was built in
Tanah Melayu. With a comprehensive railway network, KNMB’s name
was officially changed to Kereta Api Tanah Melayu (KTM) in 1948 and
has been known as KTM since.

35

Bangunan SKTM, Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak

Until 1890, the 56 miles road was constructed across the district of
Ulu Selangor through Rawang, Serendah, Kuala Kubu, and Tanjung
Malim (Shafie et al., 2018). From 1891 until 1896, the tar road was
constructed from Kalumpang to Tanjung Malim. Connecting Perak and
Selangor, the train section was opened in November 1900 ( Lim, n.d. ).
Not to mention Slim River highway on Federal Route 1 started being
constructed in 1903 and later became the first toll highway in 1966.

Figure 3.8: Tanjung Malim Map 1948 Figure 3.9: Tanjung Malim in 1960
(Yellow blocks= Kg. Kubu; Green block= SITC) (Source:Tanjung Malim Station History, 2014)

36

Bangunan SKTM, Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak

Lim (n.d.) pointed out one of the significant battles fought during On March 25, 1952, a jungle squad team of five civilians and 16
the Japanese invasion was the Battle of Slim River between Japan and the police officers went to a rubber estate outside of Tanjung Malim to fix a
British. Frederick Spencer Chapman, a British commando instructor, was water tank that had been destroyed for the sixth time by communist
part of small stay-behind parties ordered to organise and command terrorists. The squad was attacked upon arrival, and 12 of them were
reconnaissance and operational parties behind the enemy lines. After the killed, including Assistant District Officer Micheal Codner and Public
war, Chapman produced a book named 'The Jungle is Neutral' about his Works Department engineer W.H. Fourmiss; eight were injured, and just
four years in the Malayan forest as a guerrilla fighter. Tanjong Malim one, Yahya Paip, the overseer, survived. The killing at Tanjung Malim
became a hotspot for communist terrorists who conducted violence and made national and worldwide news, prompting newly appointed High
sabotage during the Malayan Emergency (1948-1960). The book was Commissioner General Templer to take swift and decisive action,
about his experience living in the forest and how adaptation with the declaring Tanjung Malim a black zone with a 22-hour curfew ( Lim, n.d. ).
environment is important to survive.
This is because there were residents of Tanjung Malim helping the
communist guerrillas. Schools were shut down, bus services were halted,
and the town was fenced off with barbed wire with Home Guard stationed
at the entrances shown in figure 3.10. The people of Tanjung Malim were
subjected to “collective punishment”, which paid off since the information
obtained led the British to Kampung Simpang Ampat, which was close to
the killing location; all 52 Malay households were compelled to transfer to
a new settlement behind SITC.

Figure 3.10: Tanjung Malim Home Guard, 9 September 1952
(Source: Arkib Negara Malaysia)

37

Bangunan SKTM, Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak

Figure 3.11: Tanjung Malim Map 1990 Figure 3.12: Proton City Map
(Yellow blocks= Kg. Kubu; Green block= SITC) (Source: Proton City Development Corporation Sdn. Bhd., 2014)

38

Bangunan SKTM, Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak

From 1981 to 1994, the North-South Highway Lebuhraya PLUS
Utara-Selatan was constructed. The expressway was officially opened in
1994 and took the role of Federal Route 1 as the central spine route in
Peninsular Malaysia. In 1990, some rubber and palm oil plantations were
used for housing and industrial zones. Later, in 1996, Proton City was
established as an automobile industry city to develop Lembah Bernam as
shown in figure 3.11 (Shafie et al., 2018).

In 1997, Institut Pendidikan Sultan Idris was upgraded to
Universiti Perguruan Sultan Idris, making it the first education university
in Malaysia. New buildings were built to give facilities to more UPSI
students. Besides, All this time this station provides KTM Intercity and
Commuter services. This station was opened on 1 June 2009, as the last
stop in the Rawang-Tanjung Malim shuttle service (formerly the
Rawang-Kuala Kubu Bharu shuttle). Currently, the town of Tanjung
Malim has gradually developed with lots of facilities, such as the Tanjung
Malim bus station.

Figure 3.13: Tanjung Malim Map in 2009
(Yellow blocks= Kg. Kubu; Green block= SITC)

39

Bangunan SKTM, Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak

Figure 3.14: Present Day Tanjung Malim 3.5.2 Climate and Geography

Now, Tanjung Malim owns a diversity of races. Back then and As the name implies based on Collins dictionary, Tanjung, a cape,
even now, the Malay community resided in the village, while the Chinese is a large piece of land that points or juts out into the sea from the shore.
community lived in town and the Indian community ran the rubber The town is surrounded by the hills of the Titiwangsa Range and located at
plantation. The impact of Dasar Pecah dan Perintah is one of the factors; the sloping ground on the banks of the Bernam River. Bernam river is a
the major ethnicity of the town occupied by the Chinese community which natural border of the two states that flows from Mount Liang East on the
developed lots of Chinese restaurants and a residential area called Taman Titiwangsa Mountains to the Straits of Malacca in the west. Hence, the
Bandar. Meanwhile, the Malay community stayed in the village area which land is suitable for plantations and was the reason for the early settlements.
is Kampung Kubu, maintaining the Malay culture, and living in traditional
Malay houses preserving the vernacular characteristic. Tanjung Malim is located at 101° 31' 00' ' E. The town has a
tropical climate. The annual average temperature of Tanjung Malim is 27
degrees Celsius, while the average relative humidity throughout the year
was relatively high, which is 86 percent. The most precipitation is in May,
where the town receives an average of 447.21mm of rain with
approximately 31 rainy days in the month, and even in the driest month,
Tanjung Malim gets a lot of rain (World Weather Online, 2021).

Referring to figure 3.15, the town had been affected by the
consistent rainfall as it had a history of flooding in 1971. Due to floods
occurring for three days and three nights, the Bernam River was
straightened, and the flood barrier was constructed on the river's edge.
However, a second flood happened for about a week as the flood barrier
constructed before was broken and later was rebuilt again in 1974
(Universiti Pendidikan Sultan Idris, 2003).

40

Bangunan SKTM, Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak

Figure 3.15: Flood in Tanjung Malim 1971 famous as a tin producer and supplier, making it one of the trading centres
(Source: Dewan Sri Tanjong, Majlis Daerah Tanjong Malim,2020) that increase the state's economy.

3.6 Summary Furthermore, the chapter not only highlights Perak for having the
great tin resource but also the significance of Muallim as one of the
In brief, the chapter discussed the history of Tanah Melayu, Perak southern regions in Perak.
and Tanjung Malim. Tanah Melayu has been through several colonial
power involvement that affects the culture, history, economy, and politics Highlighting Perak having the great tin resource, the chapter also
of the locals. During the era of colonialism, British intervention in the stressed one south region in Perak which is Muallim. The name given
affairs of local people raised the spirit of Nasionalisme to fight for emphasises the region itself and highlights the importance of the local
independence. In addition, the development of trade-economic activities in place's historical background. Tanjung Malim became one of the
Tanah Melayu expanded because of the strategic location of world trade. developing towns in Perak from a piece of fertilised soil suitable for the
Tanah Melayu was involved with spices, tin, and gold trading. Perak is settlement and its position close to the railway and river. Developing from
Kampung Kubu to Tanjung Malim which is now best known as the city of
education.

41

iii

CHAPTER 4.0: COLONISATION IMPACT ON EDUCATION IN become more of a Malaysian education system, with a foundation of
TANAH MELAYU Malaysian perception and curriculum (Ahmad, 1998).

4.1 Introduction The education system in Tanah Melayu has long existed before the
British colonisation era, yet it was significantly different from the
This chapter discusses the impact of colonisation on the education system introduced by the British. The education system during
educational architecture in Tanah Melayu. The advent of Islam in Tanah that time focused more towards religious education (Sekolah Pondok) and
Melayu in the early 14th century emphasizes the education system in Tanah was considered to be a non-formal form of education. Pondok schools
Melayu. It started by learning at the house of a religious teacher based on devoted time to teach religious (Islamic) teachings rather than teaching the
spiritual aspects. This is due to the spread of Islam that creates informal students arithmetic lessons or providing job skills (Abu Zahari, 1980 cited
education through learning and teaching Al-Quran, good morals, and in Shanmugavelu, 2020).
spiritual knowledge. However, after the British invasion of Tanah Melayu,
the education system in Tanah Melayu experienced a turning point. Thus, The non-formal education system was not taken seriously by the
this chapter explores the changes and evolution of the education system British colonialists since their arrival to Tanah Malayu, hence the system
throughout the British colonisation era. went through many changes. The British have introduced a systematic
form of education, which was practised and developed during the time
4.2 Education System in Tanah Melayu period of 1824 to 1957. The education system in Tanah Melayu was
controlled and fully managed by the British without any form of National
Establishing national development and unity has always been the Education Philosophy (Abdullah Sani & P. Kumar, 1990 cited in
main objective of Malaysia’s education system. The National Education Shanmugavelu, 2020).
System of Malaysia derived from the British colonial era where the
Education Act in 1961 demanded a continuous transition of the system. It The British government commended Vernacular schools by race,
basically changed the British (English) schools' type of education to where the Malay school teachers were selected within the locals, whereas
the Chinese school teachers were brought from China, similar with the

43

Tamil school teachers. However, they still set up English Schools open to (1960), Cabinet Committee (1974) and the Report of Cabinet Committee
all races (Pameran Nostalgia Zaman Persekolahan, 2019). (1979).

Ibrahim Saad highlighted in his book “Education Change in Figure 4.1: Chronology of The Education System in Tanah Melayu.
Malaysia: A Challenge” (1990), that there are three main goals of the
British colonialist in terms of education, which are as follows: 4.2.1 Early Islamic Education System in Tanah Melayu
Education in Tanah Melayu started when Islamic education spread
1. The purpose of schools is to socialise and familiarise children with
foreign values instead of national values. in Southeast Asia in the 14th century. The education focuses on the Islamic
teachings such as ‘aqidah, ‘ibadah, fardhu ‘ain and fardhu kifayah. Back
2. A small group of indigenous people were appointed in schools to in those days, there was no fixed syllabus on education. Instead it depends
meet specific goals. on the teachers called Tok Guru or Mualim that have high knowledge on
Islamic teachings (Bahagian Pendidikan Guru, 2008). The teaching and
3. Schools were operated to execute workforce requirements at the learning methods took place in mosques, the teachers’ houses, and pondok
lowest level. schools.
(Ibrahim Saad, 1990 cited in Shanmugavelu, 2020)

From the three goals, it is clear that the purpose of the British
introducing a systematic or secular education system to Tanah Melayu was
solely for their own benefits in terms of economy and politics, and not for
the natives and immigrants (Shanmugavelu, Ganesan. et al., 2020)

The education system in Tanah Melayu went through many
transitions since 1950. The system was recognized through the
establishment of the Barnes Report (1950), the Fenn-Wu Report (1951),
Education Ordinance (1952), Razak Report (1956), Rahman Talib Report

44

Islamic teachings emphasise both worldly matter and the afterlife, Pondok means house as to give a humble impression according to
thus the education system was divided into two methods. The first method the fourth edition of Kamus Dewan Bahasa dan Pustaka. In the pondok
is through Tok Guru where the studies scope includes teachings of Quran, education system, the principal or Tok Guru is responsible to organise the
spiritual knowledge, morality and martial arts. Martial arts such as silat lecture as well as the daily schedule of students. The teaching and learning
were taught by the teacher in their respective houses. Another method of sessions are normally done in a mosque or the Tok guru’s house. Also,
education was through sekolah pondok and madrasah where the studies most pondok have small houses which function as the student dormitory
were imported from Mecca, Medina, Iraq and Egypt. Therefore, there were located near the mosque and Tok guru’s house. The Pondok education
differences in teaching programs offered in pondok and madrasah around system was rather lenient where the students were not divided by years in
Tanah Melayu. the pondok system, instead the lectures are open to all stages to learn at the
same time. The teaching was delivered by a Tok guru in halaqah or sitting
Based on William R. (1997) as cited by Masyhurah et al. (2015), in a circle manner. Nevertheless, there was no fixed syllabus, instead using
pondok education emerged in the 19th century in the northern part of certain books according to the subjects taught.
Tanah Melayu due to political factors in Patani, which was the
neighbouring country. The political issue in Patani at the time occurred According to Sidek (2019), the first pondok opened in Tanah
when the Muslim Pattani Malay were opposing the Buddist Siammese Melayu was the Pondok Pulai Chondong, located in Pulai Chondong,
government which resulted the Pattani Muslim including the Kelantan. Pondok Pulai Chondong was opened around 1820 by Tok Pulai
ulama’(preacher) were forced to move to Middle Eastern or neighbouring Chondong or his real name was Haji Abdul Samad bin Abdullah. The
countries like Kelantan, Terengganu and Kedah. The Pattani Muslim who founder of the pondok, Tok Pulai Chondong was from Pattani and he
lived in the Middle Eastern countries were then returned to their received further education in Mecca before coming back to his
hometown and stayed in Kelantan, Terengganu and Kedah. The spirit to motherland. As he got back to Kelantan, he taught three islamic subjects
rise up to empower the Malay ethnic and religion is spreading within them which are Usuluddin, Fiqh and Tasawwuf. In 1820, Tok Pulai Chondong
as to avoid being oppressed by others. Thus, many pondok and madrasah started a settlement known as Kampung Bilal Talib, soon after that he
were established to spread Islamic teachings. opened a mosque, Masjid Pulai Chondong. It was named after a tree
located near the mosque which was said to be in a sloping position

45

(condong). The mosque was then used as a pondok school where the a. Malay Vernacular School
students were the locals. Many of them were also coming from Kampar,
Sumatera, Cambodia and Terengganu (Tok Pulai Chondong - Pengasas In 1821, Sekolah Melayu Sungai Gelugor was opened which was
Institusi Pondok terawal di Kelantan, 2009). the earliest Malay vernacular school in Pulau Pinang and in the whole
Tanah Melayu. It was a branch from Penang Free School. The school was
4.2.2 Colonial Influence on Education in Tanah Melayu first built for Islamic classes, later the British government changed the
Malay education system by setting up a training college for Malay teachers
In the 19th century, British colonisation in Tanah Melayu started. in 1922 which was known as Sultan Idris Training College (SITC).
Secular education was introduced for the purpose of skills that contributed However, the new education system provided by the British government in
to the economy, social and worldly businesses to spread the revolution as the Malay vernacular school can be regarded as an intention to control the
in Europe during the middle ages. The education system was crucial for Malays to not oppose the power of the British and as social control tools.
economic development in Tanah Melayu. The Straits Settlement that This is due to the subjects provided in the system being restricted on the
consists of Pulau Pinang, Melaka and Singapura were the first to receive basic level only, and focused on agriculture and craft to keep the Malays in
the English education system. It emphasises subjects that improve reading, agriculture class and fisher folks.
writing and calculating skills. The first English school in Tanah Melayu is
Penang Free School in Pulau Pinang which was established in 1816, A new education system was introduced in 1872 by A.M. Skinner
during this time, there was no issue of lack of teachers because the which was a two session education system. This system divides academic
intermediate language was English, so the teachers taken were mostly subjects such as language, mathematics and vocational subjects to be
British and some citizens of Straits Settlement that speak English. taught in the morning while spiritual subjects like religious knowledge in
the evening. Also, any boy who reached the age of 14 years old and stayed
within two kilometres radius from school was mandatory to register for
school.

46

b. Tamil Vernacular School controlled and organised Chinese education even in Tanah Melayu. Most
of the schools were funded by various clans to ensure Chinese education in
On 20 December 1904, the first Tamil vernacular school was other countries did not diminish. The educators or teachers were imported
established by the Indian immigrants especially those who worked in the directly from China to teach the new generation. Moreover, syllabus and
rubber plantations in Tanah Melayu. The school was dependent on the books used in the school were also made and printed in China then
employer missionary association and not funded by the British distributed to the Chinese schools in Tanah Melayu. The syllabus was
government neither physically nor financially. The textbooks used to teach mainly on the culture, history and the geography of China.
in the schools were imported from India where the syllabus was to educate
on the culture, history and geography of India with no rearrangement of In 1911, China received victory for its Republic Revolution. This
syllabus to adapt with Tanah Melayu. The vernacular Tamil school did not had encouraged the Chinese government to ensure the loyalty of Chinese
succeed as it did not serve the main purpose and lack of acknowledgement and nurture the honour of being Chinese. Hence, nationality literature had
from the Indians themselves. The students that went to the school still been introduced in Chinese education in Tanah Melayu to strengthen their
stayed in the rubber estates and became labourers. Thus, the school was spirit of nationalism. This leads to resentment of foreign colonialism. The
only functional for a few years and had to close due to lack of engagement British were worried that the Chinese might interfere with their
from the community. However in 1914, Vivekananda Tamil School was administration in Tanah Melayu.
established by the British government which was the only secondary Tamil
school in Malaysia until today. Thus, in order to guarantee they had influence over them, the
British had to interfere with the Chinese educational system. The British
c. Chinese Vernacular School government eliminated all patriotic contents from Chinese books ten years
later. Moreover, in another effort to prevent instructors hired from China
Chinese immigrants started to come into Tanah Melayu in the 17th from entering the nation, the British had to increase the number of
to early 18th century. Most of them travelled to Tanah Melayu with the government employees in charge of monitoring the expansion of Chinese
intention to improve their economic standing. The Chinese community educational institutions. Along with all of these actions, the government
formalised Mandarin as the official language for Chinese vernacular

47

schools in 1935 and established new teacher-training programmes. (The English-medium schools were not as popular as the vernacular
Education System of Malaysia, n.d. as cited by Heritage Studies 2020, school among the locals. Most English-medium schools were built in the
2020) city areas whereas the locals mostly stayed in the rural areas. Distance and
school fees are another barrier for the locals to join the school. In addition,
d. English-medium School the Malay community stood with their beliefs and faith, thus their culture
The first English-medium school was established in 1816 which was cannot adapt with the Westerners.
Penang Free school. Penang Free school was established by Reverend
Robert Sparke Hutchings (R.S. Hutchings) in George Town, Pulau Pinang. In coherent, the British were not eager to encourage the locals to
Free school was the term to define a school that welcomed all races in enter English-medium schools nor for them to further higher education. On
Tanah Melayu. After Penang Free School was established, more the other hand, there were Malays that went to English-medium school,
English-medium schools were opened. For instance, School of Malacca, most of them were the elites such as the princes, princesses and the noble
Free School of Singapore and Victoria Institution. family.

Figure 4.2: Penang Free School 1816 4.2.3 Colonisation Impact on Architecture of Perak
(Source: (Lim, 2022)
The evolution of architectural styles in Malaysia from pre-colonial
era through colonial era and further on to independence has become one of
the country's achievements in terms of development in the post-colonial
years (Chun et al., 2005). Undeniably, the conquerors had implemented
their architectural influences in the development, but Malaysia is a country
with a diverse population, with predominantly Chinese, Indian and other
minor races. Hence the architectural style of Malaysia is also influenced
by these cultures.

48

Discussing the influence and development on the architecture of Besides influence to the buildings in the urban areas, Perak Malay
Perak, there are generally three types of architecture of Perak, which are houses have also been influenced, with the most noticeable impact coming
traditional, colonial and modern. The era of colonisation in Perak started from the roof design. Traditionally, the Perak Malay houses are divided
in the early years of the 16th century, following the conquering of Malacca into two types, Rumah Kutai and Rumah Limas Bumbung Perak. Wherein,
in 1511, and the Dutch dominance that occurred later in 1641. With the Rumah Limas Potong Perak has a roof style of Bumbung Potong Perak or
establishment of the Strait Settlements in 1826 by the British East India Potong Belanda, which in English is known as the Dutch gable roof. This
Company, the British extended its rule over some Malay states, including roof type was considered to be the influence from the Dutch architecture
Perak as illustrated in The Pangkor Treaty in 1874. Hence, the British during the colonial era. The roof material of the Bumbung Limas has
involvement in matters of the state's economy was entitled, which led to changed to adopt zinc as the roofing material (Rashid et al., 2021).
major developments of towns and commercial activities in Perak (Rashid
et al., 2021). Figure 4.3: Rumah Limas Bumbung Perak
(Source:Rashid et al., 2021)
The sequence of events had led to an immense impact on
architectural development in Perak. Buildings that were new in function Building materials used in construction were also affected during
and characteristics were produced in this era. the colonial era in Perak. For instance, nipah leaves (Nypa fruticans) and
rumbia leaves were the most common roofing materials used in traditional
Colonial architecture contributed to the construction of public
structures, including administrative buildings, educational establishments,
train stations, religious, commercial, and residential buildings. The impact
of colonialism in Perak’s architecture may appear more in the urban areas,
where they adopt a mixture of Malay and European architecture, modified
to suit the warm and humid climate of Perak, Malaysia. The adaptation is
apparent in the architectural style, construction components, materials, and
finishes.

49

Malay homes, including the Rumah Kutai. Around 1900, zink as roof interposed the idea to use masonry stilts, which then was used as the
material was introduced and gained popularity due to its fire resistance and framework for homes and for the Rumah Limas Bumbung Perak.
light weight material. Besides this, clay roof tiles were also imported by
the British to be used for the Rumah Limas Bumbung Perak (Rashid et al.,
2021).

Figure 4.4: Rumah Kutai with Nipah Leaves Roofing Figure 4.5: Rumah Perak with Masonry Stilts.
(Source: Qawi, 2016) (Source:iProperty, 2021)

As for the structure, traditional Malay homes and Rumah Kutai 4.3 Sultan Idris Training College (SITC)
originally used solid chengal wood construction. However, the British a. The Establishment of SITC

50

In 1916, Richard Olaf Winstedt (R.O. Winstedt) who was the As he was back in the Straits Settlement, he wrote a report
Assistant Director of Straits Settlement and Federated Malay States was on his suggestions in curriculum, welfare, administration and
appointed as the Assistant Director of Education in the Straits Settlement teacher training which was known as Winstedt Report 1917. In the
and Federated Malay States. The idea of Sultan Idris Training College report, Winstedt suggested building a teacher training college to
(SITC) establishment was started when R.O. Winstedt went to the gather teachers under a central training place to save some cost.
Philippines and Java in 1917. He visited a few schools and colleges there The report also suggested having an additional three years of
in effort to improve the education system in Tanah Melayu especially for training period. Recorded in Report of the Committee on Malay
Malay vernacular and vocational systems. Thus, he got an idea to emulate Education 1951: 1 (Bahagian Pendidikan Guru, 2008),
the education system in both Java and the Philippines and apply it to Tanah
Melayu. “In 1916 Mr. R.O. Winstedt was sent to study vernacular and
industrial education in Java and the Philippines. As a result of his
Figure 4.6: R.O. Winstedt report, it was decided to build a large central Training College for
(Source: University of London, 2016) Malay teachers at Tanjong Malim, with three-years’ course, to
replace the two quite small existing colleges which gave a
two-years’ course. This college was opened in late 1922, with
revolutionary changes in curriculum and the aim of the schools.”

The two small colleges mentioned were Matang Training
College (Maktab Perguruan Matang) and Malacca Training
College (Maktab Perguruan Melaka).

51

Figure 4.7: Matang Training College (Maktab Perguruan Matang) in Tanah Melayu and has great relations with the British
Taiping, Perak. (Source: Taiping Bandar Warisan, 2015) governments.

On 29th May 1917, Tanjung Malim was chosen to be the The teaching and learning period started on 23rd
base to build the training college due to its strategic location. November 1922 where teachers and students from Maktab
Tanjung Malim was located in a valley of Titiwangsa Ranges, so Perguruan Matang and Maktab Perguruan Melaka were taken into
land was fertile and suitable for agriculture which was the main the new college, SITC. Hence, this was the start of Malay
activity for Malays there. Other than that, it is located exactly at education in Tanah Melayu which was created to provide Malay
the centre of Peninsular Malaysia and near to the river, railway schools that will be taught by Malay teachers for Malays students
and small town. In 1919, the British Government bought 64
hectare land for SITC construction, forest burning was done and Figure 4.8: Bangunan Suluh Budiman During The Establishment of SITC
SITC construction started. On 19th November 1922, SITC was in 1922
opened by R.O. Winstedt, and was named after Sultan Idris
Murshidul A’zam Shah, the 28th Sultan of Perak that ruled Perak (Source: Perpustakaan Tuanku Bainun, UPSI)
in 1887 until 1916. The training college was named after Sultan
Idris because of his contributions in the education of people of 52

Figure 4.9: Sultan Idris Training College Logo and craft. The intangible aim that the British wanted was to keep
(Source: Universiti Pendidikan Sultan Idris, 2022) the Malays in their former class as labourers and farmers.

On 29th November 1922, the inauguration of SITC was In early 1924, Pejabat Penterjemahan was founded in
made by Sir William George Maxwell (W.G. Maxwell), the Head SITC under the responsibility of Zainal Abidin bin Ahmad, better
Secretary of Federated Malay State. The establishment of SITC known as Za’ba. The purpose of Pejabat Penterjemahan was to
was to upgrade the Malay educational system that was seen as translate the significant government documents and text books
outdated at the time since the establishment of Malay vernacular from other countries to be used in Tanah Melayu. The translated
school in the 1870s. Sir W.G. Maxwell said in his opening speech books were distributed to Malay schools in Federated Malay
that the British Government wished to keep Malays as villagers, States and Straits Settlements. All the management in the office
where the main purpose of the training college was to improve the was supposed to be under the care of Za’ba and Oman Theodore
education of Malays. Providing better education to the Malay Dussek(O.T. Dussek), the principal of SITC at the time. However,
villagers that were in agriculture class and fisher folks, where they as O.T. Dussek had a huge responsibility to handle the whole
wanted to increase the literacy among Malay villagers. college, Za’ba was the one responsible to manage the office with
Nevertheless, the education scope in SITC focuses on agriculture the help of a clerk. In 1925, Pejabat Penterjemahan was rearranged
by the instructions of R.O. Winstedt, later known as Pejabat
Karang Mengarang. The office called Pejabat Karang Mengarang
was located in Bangunan Suluh Budiman which was the main
building of SITC, on the first floor heading to the right side of the
wings, located next to Bilek Bachaan (Khutub Khanah).

53

Figure 4.10: Za’ba as a Translator in Pejabat Karang Mengarang. Figure 4.11: Japanese Soldiers During The Occupation in 1941.
(Sidang Pengarah Universiti Pendidikan Sultan Idris, 2000) (Source: Kratoska, 1998)
(Source: Perpustakaan Tuanku Bainun, UPSI)
The Japanese occupation of Tanah Melayu started in 1941. In
b. The Dark Era January an order was given through the Indian Army Captain to vacate the
campus. On the 1st of March, SITC was fully evacuated and was moved to
In 1939, World War II affected the whole Tanah Melayu including Kuala Kangsar temporarily till the end of the year. SITC compounds were
the campus. R.P.S. Walker, who was College Principal during the time, then turned into military hospitals.
planned the rules and updated the condition from time to time during the
war. As the situation was disastrous, the students needed to save money After the Japanese army surrendered, in 1948, communist terrorist
and seventy pounds funds were collected every month for the war. setted up guerrilla war and started taking over a few regions. The tragedy
was known as Darurat Tanah Melayu 1948, where the country's status

54

turned to emergency status. A cases happened where a number of British The independence of Tanah Melayu in 1957 gave a huge impact to
officers were murdered by the communist nearby SITC, which resulted to the campus. As reflected in Razak Report 1956, SITC was changed to
twenty-two days curfew punishment to all Tanjung Malim residents. Maktab Perguruan Sultan Idris (MPSI) where Dato' Zainal Abidin bin Ali
Another unpleasant event unfolded inside the SITC where Mogok 1948 became the first MPSI Malay principal. The administration was changed
took place where the year two students did a silent protest due to the from European to Malay scholars. Pejabat Karang Mengarang, the
injustice of punishment they received. In 1949, the situation calmed down, translation office has stopped operating, then was taken over by Dewan
on 2nd of April, SITC campuses were officially reoperated in Tanjung Bahasa & Pustaka located in Kuala Lumpur. After independence, the
Malim and the students were ordered to return to the former campus. awareness of nationalism spread which affected the lifestyle and people’s
appreciation towards local culture.
4.4 Maktab Perguruan Sultan Idris (MPSI) and Institut Perguruan
Sultan Idris(IPSI) On 13th January 1975, a total of 140 female students were
accepted into MPSI, which was the first female batch, known as Puteri
Sulong. MPSI was upgraded to Institut Perguruan Sultan Idris(IPSI) on
21st February 1987. Kursus Sijil Perguruan Khas & Kursus Perguruan
Lepasan Ijazah were introduced which will train teachers for both primary
& secondary schools.

Figure 4.12: Maktab Perguruan Sultan Idris (MPSI) Logo
(Source: Universiti Pendidikan Sultan Idris, 2022)

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4.5 Universiti Pendidikan Sultan Idris (UPSI)

Figure 4.13: Institut Perguruan Sultan Idris (IPSI) Logo Figure 4.14: Universiti Pendidikan Sultan Idris Logo
(Source: Universiti Pendidikan Sultan Idris, 2022) (Source: Universiti Pendidikan Sultan Idris, 2022)

Universiti Pendidikan Sultan Idris (UPSI) is one of the youngest
public universities in Malaysia; it is the only educational university in the
country which has produced many outstanding teachers. However, it is the
oldest institution recorded as it was the continuation from Sultan Idris
Training College (SITC), which has existed since 1922. Sultan Idris
Training College (SITC) was the first teaching training college in Tanah
Melayu that trained Malays-to-be teachers. Hence, to be said that Sultan
Idris Training College (SITC) was the starting point of Malay education in
Tanah Melayu.

56

Institut Pendidikan Sultan Idris (IPSI) was upgraded to Universiti Figure 4.15:The Entrance of UPSI Sultan Azlan Shah Campus
Perguruan Sultan Idris (UPSI) on 1st May 1997 through Warta Kerajaan (Source: ISEP, 2022)
P.U.(A) 132 & 133 which made UPSI as the first education university in
Malaysia. The upgraded status has influenced the institution itself in terms
of the organisation and faculties offered in the university. New buildings
and facilities were constructed such as the chancellor building, students
residential complex, gym, library, auditorium and more in 1999 and 2001
to assist the institutional function.

On the 22nd of April 2002, officiation of 'Majlis Pecah Tanah'
Sultan Azlan Shah's campus by DYMM Paduka Seri Sultan Perak Sultan
Azlan Muhibbuddin Shah was done to construct the new campus of UPSI.
Later in 2012, the new UPSI campus, Sultan Azlan Shah campus was
officially opened in Proton City, Tanjung Malim. Both new and old
campuses are still in use until today. However, institutional activities are
more rapid in Sultan Azlan Shah campus due to the facilities and faculties
provided there are more than in Sultan Abdul Jalil Shah, the old campus.

57

Figure 4.16: The Chronology of SITC to UPSI Development 4.6 Summary

To sum up, the chapter analysed the changes in the education
system in Malaya. After the arrival of Islam, Tanah Melayu began with
Islamic teaching approach that emphasizes both worldly and afterlife
matters. The people of Tanah Melayu stressed that the academic matter
needs to go parallel with the spiritual matter. Following the initiation of the
formal education system by the British through free schools and
vernacular schools, Tanah Melayu education experienced significant
changes.

There are pros and cons of the formal education introduced by the
British. The involvement changed the education structure to secular
education, which separates religion and academic subjects. Consequently,
Malay people started prioritising education in order to secure their position
in the government sector. Thus, it is essential to value the education
system that underwent numerous changes to adapt the local community to
produce the best and most educated future generation.

The chapter also highlighted the chronology and changes of SITC
to UPSI from the early establishment of the institution to the current
institution that makes Tanjung Malim known as the city of education and
how it plays a crucial role in producing great teachers.

58

59

CHAPTER 5.0: CASE STUDIES The main objective of analysing these 3 schools as case studies is
to trace back the authenticity of Bangunan Sekolah Kebangsaan Tanjung
This chapter will discuss a comparative study between Bangunan Malim in terms of its background, architectural features, element and
Sekolah Kebangsaan Tanjung Malim and three other schools that possess construction. Additionally, it is to delve deeper into the architectural style
similarities in architectural styles, construction, features and character. The influences of Bangunan Sekolah Kebangsaan Tanjung Malim.
chosen schools are Sekolah Melayu Bujang in Kedah , Sekolah Melayu 5.2 Sekolah Melayu Ulu Sungkai
Ulu Sungkai, and Sekolah Melayu Benus.
Figure 5.1: SK Sungkai 1963
This is to assist the study to further understand some architectural (Source:Abidin, 2015)
elements that may be missing, hidden or destroyed in Bangunan SKTM’s
analysis. The summary of the analysis is presented in table form to provide Sekolah Melayu Ulu Sungkai was located in Ulu Sungkai, Perak.
clearer comparison between the chosen schools and Bangunan SKTM. It was built in 1897 in Dusun Perotan by the villagers. Md. Ali bin Ratil,
teacher from Melaka was responsible for the education in the school. In
5.1 Introduction

It is definitely crucial to have a comprehensive understanding of
the factors that influence the analysed building form in terms of climatic
conditions, geography, people’s lifestyle, and culture when analysing
buildings with a similar typology. In this case schools or more specifically,
Sekolah Melayu with apparent traditional Malay influences. Sekolah
Melayu Bujang, Sekolah Melayu Ulu Sungkai and Sekolah.. Were selected
because they were affected by the same influences and conditions as
Bangunan Sekolah Kebangsaan Tanjung Malim.

60

1902, the government constructed a building with woven walls located the final year exam, the passing students were appointed as practical
near the current Sungkai Mosque. The school was known as Sekolah Ulu teachers.
Sungkai, made for the residents of Kampung Tiang Bertarah.
In 1948, during the Darurat ruling era in Tanah Melayu, the
In 1930, a new building was built on stilts in the Pekan Sungkai neighbouring area became an emergency settlement area. In 1957, the
area which is also the current location of the school. The former area faced school name was changed from Sekolah Umum Sungkai to Sekolah
flooding frequently, due to that, the buildings were raised. The former Kebangsaan Sungkai due to Penyata Razak 1956 with a total number of
building was used as Sekolah Perempuan. The students attending Sekolah 213 students and nine teachers.
Melayu Ulu Sungkai were mostly coming from the Slim River area.
Carpentry was held on the ground floor level in 1937, taught by Cikgu As student enrollment became rapid, the school session was
Ishak. Cikgu Ishak was then appointed to teach carpentry in SITC, divided by the morning and evening session. Around 1968, a new masonry
Tanjung Malim. and timber building were constructed and were officially used on 6th of
January 1969. The former building was still in use today, which was Block
During the Japanese occupation, the school became the D of Sekolah Kebangsaan Sungkai (Sekolah Kebangsaan Sungkai, 2016).
headquarters for the Japanese army which was recorded in 1942. The
school system and syllabus were revised, hence japanese language and
religious class were taught. In addition, ‘Kimigayo’ became the national
anthem to be sung daily. After the Japanese occupation ended, the British
governed Tanah Melayu again in 1946. The teaching and school session
were runned as usual, however the religious class which was the Quran
recitation class was changed to evening session around two to four in the
evening. Tuan Haji Hassan and Ustaz Abdul Rahman bin Haji Hassan
were responsible for the class. In 1950, year 6 class was reopened after

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5.3 Sekolah Melayu Sungai Gelugor

Figure 5.2 : Sekolah Melayu Sungai Gelugor Bangunan Sekolah D 1930 Figure 5.3 : Painting of The Original Sekolah Melayu Sungai Gelugor
(Source: Sekolah Kebangsaan Sungai Gelugor, 2016) (Source: Sekolah Kebangsaan Sungai Gelugor, 2016)

Sekolah Kebangsaan Sungai Gelugor, located in Jalan Sultan Initially, the school building was just a shed covered with nipah
Azlan Shah, Georgetown, Pulau Pinang, Malaysia was established in 1826 roof along the nine-connection tied roof, with bamboo walls and plank
and is considered to be the oldest Sekolah Melayu in Tanah Melayu. In floors. In the middle of the wooden building, was a space through which
reality, according to historical records and by word of mouth of the elders horse-drawn carriages can pass. The Strait Settlements took over the
around the region, it is said that the school may have existed even before school establishment and reassigned it to be a government school. By
1826. The school was originally operated by the local people of Kampung these means, a new building was built known as Sekolah A, in the same
Sungai Gelugor to teach Islamic education and Jawi. land. As more students enrolled, a school building in Batu Uban (Sekolah
B), Pulau Pinang was moved to the same land, nearby Sekolah A. On top
of this, another building (Sekolah C) was later added again due to the
increase of students in the year 1924.

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Around the year 1930, another school building (Sekolah D) was 5.4 Sekolah Melayu Benus
added again due to the influx of students, resulting in a new 2-storey teak
building with 8 classes. This building would be the chosen building to Sekolah Melayu Benus was built in 1930, the education was
compare with Sekolah Kebangsaan Tanjung Malim. informal and unrestricted in terms of survival learning skills such as
farming and fishing for boys while cooking and weaving for girls.
Now, Sekolah D in the school complex is known as Sekolah Vernacular schools provided a more advanced form of education during
Bangunan Warisan or Heritage School Building , meanwhile Sekolah that time, and there, the curriculum was focused on Islamic studies. Haji or
A,B, and C have been demolished and a new school building was built by Khatib would instruct students to study the Quran. The curriculum at
the Department of Education Malaysia in 2010. Malay vernacular schools was very simple and met the demands of the
kampung people. Other academic subjects taught are geography and
history.

Figure 5.4: Sekolah D of Sekolah Melayu Sungai Gelugor Built in 1930 Remains Figure 5.5: Sekolah Melayu Benus
as a Heritage Building in the Current School Complex (Source: Nazmie, 2022)
(Source: Zulaikha Zainuzman)
63

Sekolah Melayu Benus uses one of Malaysia's indigenous
vernacular architectural styles. Applying local construction methods and
resources, Sekolah Melayu Benus brings the identity of the Malay
traditional house. The inspiration for the design was the concept of Rumah
Limas Bungkus. The school has a basic layout plan, including the main
space, such as Rumah Ibu. The traditional vernacular architecture simply
emphasises our ancestors' wisdom, which can be seen in how the building
features adapt to the local climate and socio-cultural norms. Another
traditional Malay identity applied in Sekolah Melayu Benus was a stump
offering more support and stability to the building and a light timber
structure.

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5.5 Comparative Analysis

The design was influenced by colonial and western styles. It combines bumbung lima, which brings foreign influence, and Bumbung Panjang, a long
gable roof that brings traditional elements, making it noteworthy. It has numerous windows on each side with a metal net on top. The building builds up from
a rectangular plan that served as a classroom and was divided by a partition, giving the school two sections and the additional room for storage to keep all the
cleaning tools.

Table 5.1: Comparative Analysis between Sekolah Melayu Ulu Sungkai, Sekolah Melayu Sungai Gelugor, Sekolah Melayu Benus.

Name of Buildings Sekolah Melayu Ulu Sungkai Sekolah Melayu Sungai Gelugor Sekolah Melayu Benus

Location Sungkai, Perak Georgetown, Pulau Pinang, Malaysia Kampung Benus, Bentong, Pahang
(Sekolah D)

Year of Completion 1930 1930 1930

Building Significance - Architecture style - Architectural styles - The combination of bumbung lima
- Orientation and - Space Planning and bumbung panjang
- Space underneath the building
Topography - Staircase
- Space Planning
- Space Underneath The

Building
- Staircase
- Intricacy
- Roof

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5.5.1 Sekolah Melayu Ulu Sungkai

Table 5.2 Comparative Analysis of Sekolah Melayu Ulu Sungkai and Sekolah Latihan SITC.

Name of Building Sekolah Melayu Ulu Sungkai Sekolah Latihan SITC

Architectural Style

Sekolah Melayu Ulu Sungkai in 1963 Sekolah Latihan SITC in Its Early Establishment.
(Source:Abidin, 2015) (Source: Interview Kamaruddin, 2021)

The architectural style applied was a combination of The combination of Malay vernacular and British colonial style in
Malay vernacular and British colonial style in 1930. 1930.

It can be seen in the building form and materials used on The building was built elongated, on concrete columns similar to
the building. The building was designed high on stilts like Malay traditional houses. It was designed with two timber
most Malay traditional houses with timber structure, and staircases on the frontage. The concrete columns and symmetrical
a staircase on the frontage. The use of concrete columns design of the building represented the British or European
on the bottom part and the symmetrical shape of the influence on the building.
buildings were influenced by the British colonisation.

Findings ● The schools were designed elongated in rectilinear form.
● In terms of the material used, the combination of concrete columns, timber building structure and clay roofing are

66

influenced by both Malay vernacular and Colonial architectural style.
● The buildings are symmetrical in form and the facade enhances the colonial influence look.

Orientation and
Topography

Building Orientation of Sekolah Melayu Ulu Sungkai on Building Orientation of Sekolah Latihan SITC on current location.
current location. (Source:Google Map, 2022)

(Source:Google Map, 2022) The building was oriented elongated to qibla direction which is
slightly to the northwest. The frontage was designed facing south,
The building was oriented facing the east and elongated but slightly tilted to the west. The wider sides of the building
to the north. This was to ensure all spaces received received less sun exposure to avoid heat. Tilting the building
enough natural daylight as all spaces were used for helped to allow an adequate amount of lighting needed. The
teaching as a learning session which needed topography of Sekolah Latihan SITC site was a bit higher than the
concentration. Topography of the site was another land around it. Thus the building was oriented to avoid sun
significant aspect to the orientation. The land where exposure.
Sekolah Melayu Sungkai was constructed was rather low,
hence buildings were oriented to be exposed to the
sunlight.

Findings ● Orientations of the building were considered to the climatic condition and topography especially in terms of sunlight
exposure.

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Space Planning

First Floor Plan of Sekolah Melayu Ulu Sungkai (Illustrated First Floor Plan of Sekolah Latihan SITC.
by Sayyidah Zeinab) (Source: Measured Drawing Heritage 2021)

The spaces were arranged in linear organisation and The spaces were also organised in linear arrangement and focused
focused on the first floor as the first floor are the only on the first floor. All classrooms were placed on the first floor and
enclosed spaces. Classrooms were located on the first a headmaster room on the ground. The open spaces on the ground
floor whereas the open space under the building was used floor were used as a hall.
as a workshop or class for carpentry. (Sekolah
Kebangsaan Sungkai, 2016)

Findings ● As the ground floor was opened, the spaces were organised and focused on the first floor in linear arrangement. On the
contrary, the ground floor was used for temporary functions and activities for open spaces.

Space Underneath The
Building

Ground Floor Plan of Sekolah Melayu Ulu Sungkai. Ground Floor Plan of Sekolah Latihan SITC.
(Illustrated by Sayyidah Zeinab) (Source: Measured Drawing Heritage 2021)

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The underneath space was left opened with no enclosed A quarter of the underneath space was enclosed with walls while
rooms. This was due to the initial intention of the remaining were left opened.
constructing a raised building. The area was commonly The enclosed space was used as the headmaster's room at the time
known to experience flooding quite frequently as it was which was Cikgu Meor Hasyim, and later changed to Cikgu Mohd.
located on a lowland area and near to a river. Tahir bin Haji Yusof .

However, the space was not a function area. It was used The open space was utilised as an open hall with a timber stage at
as a carpentry class or Kelas Pertukangan which involved one end. On every Thursday, the hall and stage will be used for
wood handling and art and craft elements (Sekolah stage play by the students and teachers. One memorable play was
Kebangsaan Sungkai, 2016). Ali Baba and The Forty Thieves which was played in 1934. The
play lasted for three days straight (Rahman, n.d.).

Findings ● Similarly, to most Malay vernacular architectural style, buildings were constructed high, and raised a floor level due to
Staircase safety and climatic aspects. To exemplify, it was built in the way to avoid flooding, wild animals and to allow
ventilation from under the building.

● The underneath space was mainly used for activities that are suitable to be done in an open space.

Front Elevation of Sekolah Latihan SITC.

Front Elevation of Sekolah Melayu Ulu Sungkai. (Illustrated by The school consists of two timber staircases located at the frontage
Sayyidah Zeinab) of the building. A total number of 15 steps was a part of Malay
architecture philosophy. Traditionally, traditional Malay buildings
The school consists of a timber staircase on the frontage intentionally have odd numbers on their stairs because even
located at the centre. numbers represent perfection and are the exclusive property of
Allah S.W.T. The staircase of Sekolah Latihan SITC shared similar
characteristics. Odd numbers depict humanity as His feeble and

69

sinful servants.(Kenali Warisan Seni Bina Johor: Rumah Limas,
2008)

Findings ● Timber staircases were located on the frontage, or entrance of the building. Similar detail can be seen in Malay
Intricacy traditional houses in terms of the material and location of the staircase. In sum, staircases were designed in accordance
with Malay vernacular style.
Findings
The timber windows are elongated to the floor and The windows are elongated to the floor and intricate with railings
intricate with railing. Elongated windows are a common on the first floor. All windows on the ground floor level and a few
Malay traditional element. Rails fixed with the window on the first floor are timber casement windows. The windows are
were known as ‘pagar musang’, or ‘jerejak’ (Kenali also completed with a cross pattern timber ventilation panel. In a
Warisan Seni Bina Johor: Rumah Limas, 2008). The main few rooms, coloured glass decorative panels were fixed for lighting
reason for having an elongated window to the floor was to and aesthetic value. Hence, the traditional Malay architecture
enhance cross ventilation into the building. The railing elements were applied to the building’s intricacy.
were added mainly for safety and aesthetic reasons, while
still allowing wind to pass through. The main columns beneath the building were significant elements
that were influenced by the British colonisation.
Columns supporting the building were made of concrete
and adorned with cornices on the capital. The influence of
British or European architecture can be seen in the
ornamentation on the capital columns.

● Long timber windows came with railing for safety, aesthetic and climatic consideration purposes.
● Malay traditional architecture was strongly portrayed in the intricacies from the material used and the opening patterns.

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Roof

Limas Roof Design of Sekolah Melayu Ulu Sungkai. Timber Limas Element
(Illustrated by Sayyidah Zeinab)

The roof design of Sekolah Melayu Ulu Sungkai was A long Limas roof was applied on the building. The limas, or the
according to limas roof as it was influenced by Western triangular shape above the roof functions as ventilation. The timber
colonial style. Limas shape roof was popular in Tanah roof structure was exposed from the interior with no ceiling, to
Melayu since the 19th century due to colonisation. The allow cross ventilation. Clay roof tile as the cladding completed
original Malay traditional roof was elongated roof, the roof look. Both roof design and materials were influenced by
however after the colonisation, Malay architecture has Malay traditional and colonial architecture.
adapted with the new shape such as Limas roof. The
significant elements of the roof was a triangle shape on
top of the roof called ‘limas’ which means ‘lima emas’ as
back in the day, limas roof was only used by the
elites.(Kenali Warisan Seni Bina Johor: Rumah Limas,
2008)

Findings ● Long limas roof was used because of the era, where Malay traditional architecture was influenced by the western style
Summary due to colonisation.

● The structures were exposed from inside to allow cross ventilation.
● Timber materials were used as the structure as it was abundant and easy to obtain during the time.

In final analysis, both schools had similar architecture styles which are the combination of Malay vernacular and
British colonial architecture. Being built in the same era and year, 1930, could be the factor of having similar styles. The

71

orientation was according to the climatic and topography factor. The land condition and contour causes the building to be
oriented in different directions to ensure an adequate amount of sunlight passes through rooms and spaces inside.
Furthermore, the spaces were organised in linear arrangement as in common Malay architecture space arrangement. The
buildings were constructed raised by a floor level with concrete columns supporting the building. Nevertheless, the
structural elements and intricacies including the staircases, columns, roof and windows were mostly made with timber and
concrete. Thus, the whole symmetrical composition of the building elements and materials represented the era of the
buildings that were built that involved local and colonial influenced culture and architecture.

5.5.2 Sekolah Melayu Sungai Gelugor

Table 5.3 Comparative Analysis of Sekolah Melayu Sungai Gelugor and Sekolah Latihan SITC.

Name of Sekolah Melayu Sungai Gelugor Sekolah Latihan SITC
Building

Architecture
Style

Sekolah Melayu Sungai Gelugor Bangunan Sekolah D 1930 Sekolah Latihan SITC in Its Early Establishment.
(Source: Sekolah Kebangsaan Sungai Gelugor, 2016) (Source: Kamaruddin, 2021)

The architectural style applied in the design of the building is a The architectural style of Sekolah Latihan SITC building was a
combination of Malay vernacular style and British colonial style. combination of Malay vernacular and British colonial styles. The

72

The school building was built elevated on masonry stilts with the building was an elongated form with a symmetrical layout and
ground floor as the public space that functions as a recess or lunch facade, influenced by the British, with masonry stilts supporting
area, similar to a Malay vernacular style building. it. Although, the building adopted Malay influences, in terms of
The colonial influence can be seen from the symmetrical facade and the design suitable for a warm and humid climate. The building
the use of more modern building materials, such as masonry and originally has two sets of staircases located in front of the
clay roofing tiles. The building also has two sets of staircases building.
located in front of the building, facing each other.

Findings ● Both building forms are elongated rectilinear forms.
● Both buildings are elevated and supported by masonry stilts
Space ● Both buildings appear to have heavy influence from Malay vernacular architectural style, with a mixture of western influences.
Planning

● First Floor Plan of Sekolah Latihan SITC.
(Measured Drawing Heritage 2021/2022)
First Floor Plan (Top) and Ground Floor Plan (Bottom) of Sekolah
Melayu Sungai Gelugor The spaces were also organised in linear arrangement and focused
on the first floor. All classrooms were placed on the first floor
(Illustrated by Najla Alifa) and a headmaster room on the ground. The open spaces on the
ground floor were used as a hall.
● Sekolah Melayu Sungai Gelugor was equipped with eight
classes, a teachers room, a teacher’s toilet and students’
toilet, which were all located on the first floor of the
building

● The ground floor was used as a dining room for the staff
and students

Findings ● Both buildings occupy the first floor for the main and permanent learning spaces, while the ground floor is a long hall used for
the public, that can function as a dining room or any temporary activities can be held there.

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Space
Underneath
The Building

Ground Floor Plan of Sekolah Latihan SITC.
(Measured Drawing Heritage 2021/2022)

Bangunan D of Sekolah Melayu Sungai Gelugor showing the entrance to The open space was utilised by the students for many activities,
the spaces at the ground floor one activity in particular that was memorable to the students was
(Rahmathulah, 2016) stage play that they would do every Thursday, since there was a
stage situated underneath the building.
● The space underneath the elevated space was mainly used
as a dining room for the staffs and students

● The long hall is enclosed with steel lattice work walls and
steel lattice work double doors with timber framing. Even
though the space is enclosed, the lattice provides ventilation
for abundant air flow and natural lighting inside.

Findings ● Both buildings utilise the space underneath the building for social activities.

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Staircase

Bangunan D of Sekolah Melayu Sungai Gelugor Showing The Concrete Timber Staircase of Bangunan SKTM
Staircase

(Rahmathulah, 2016)

● The school consists of two concrete staircases located at the The school consists of two timber staircases located at the front of
front of the building, situated facing one another.
the building, with each staircase leading to an external hallway
● Each staircase leads to a door that opens to the space on the that will lead to the doors of the classrooms .
first floor and does not have an external hallway.

● The staircase is secured with a steel railing.

Findings ● Sekolah Latihan Tanjung Malim uses a vernacular style staircase whereas Sekolah Melayu Sungai Gelugor applies a western
Summary influence in the design and construction of the staircase.

To summarise the analysis, both schools applied similar architectural styles and are influenced by similar cultures, which are
the combination of Malay vernacular style and British colonial style. Since both buildings were built in the same era, 1930s, it could
be one of the determinants of having similar architectural styles. Although Sekolah Melayu Sungai Gelugor seemed to incorporate
many colonial influences in terms of the building materials used, the features and facade still reflects Malay culture. It is also
interesting how similar both schools allocate the public and semi public spaces, as well as how they value social gatherings. Even
though both schools incorporate western influence in some of the architectural elements, it can be clearly seen how it is modified to
adapt to the warm and humid climate.

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5.5.3 Sekolah Melayu Benus

Table 5.4 Comparative Analysis of Sekolah Melayu Benus and Sekolah Latihan SITC.

Name of Sekolah Melayu Benus Sekolah Latihan SITC
Building Malay vernacular and British colonial style

Architectural Malay vernacular and British colonial style
style

Zoning

Ground Floor Level Ground Floor Level
(Illustrated By Aina Amira)

Ground floor level is a stilts area to avoid wild animals and floods. Ground floor level for Sekolah Latihan SITC was for the teachers
The whole space is a public area as it is an open area for any room and open hall. There is a timber stage located under the
different type of education such as self-defence activities, craft building for students to play theatre.
knowledge and spiritual knowledge (Harith, n.d.).

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First Floor Level

First Floor Level First floor level consists of public spaces for the classroom. The
(Illustrated by Aina Amira) classroom was divided into six sections by partition walls. The

First floor level consists of public spaces for classrooms and a semi corridor, the entrance for each classroom, is connected with two

private area for storage to keep all the equipment and cleaning staircases.

tools.

Findings ● The public zone on ground floor spaces were used for multipurpose activities that related to student informal learning.
● The classrooms were placed on the first-floor level with a corridor connected to the staircase as the access to a different class.

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Space Planning

Ground Floor Level Ground Floor Level
(Illustrated by Aina Amira)

First Floor Level

First Floor Level -Has rectangular and symmetrical plan layout.
(Illustrated by Aina Amira)

-Has rectangular floor plan. -Ground floor plan consists of an open hall for theatre play on a
wooden stage located under the building (informal activities). The
-Ground floor plan consists of a multipurpose area for informal & enclosed space was used as the headmaster’s room.
formal activities (self-defence activities, craft knowledge).
-First floor plan comprises six classrooms with two timber
-First floor plan consists of two classrooms divided by a partition. staircases divided symmetrically.

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Findings ● Have a rectangular floor plan layout
Column ● Have a fixed grid system for the column
● The structure of the building were built high on stilts due to climatic aspects and wild animals
● The underneath space was mainly used for activities that are suitable to be done in an open space
● The organisation resemble the malay house plan

Section cut of Sekolah Melayu Benus Section cut of Sekolah Latihan SITC
(Nazmie, 2022)

Findings ● Concrete column on the ground floor level
● Timber column on the first floor level complimenting the timber wall panel

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Wall

Roof to Foundation detail Roof to Foundation detail
(Nazmie, 2022)

Findings 1. Concrete column
2. Floor beam
3. Papan tumpu kasau
4. Floor joist
5. Timber floor finish
6. Timber column
7. Weather board
8. Wall plate
9. Kasa jantan
10. Gulung-gulung
11. Kasau betina
12. Purlin
13. Roof finishes

● Both wall structures consist of a weather board which is a timber board that is joined horizontally with other boards to create an
exterior wall or roof cladding and has a groove at the front and back of each edge.

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Roof

Section cut of Sekolah Latihan SITC

Roof structure model close up
(Nazmie, 2022)

Roof structure detail Roof structure detail
(Illustrated by Aina Amira)
Sekolah Melayu Tanjung Malim has the same roof structure as
Sekolah Melayu Benus apply Limas roof influenced by Colonial Sekolah Melayu Benus. A long Limas roof was applied on the
and Western style.The joining of the alang pengikat with the tiang building. The limas, or the triangular shape above the roof
topang tengah using a steel plate with a bolt and nut. functions as ventilation. Clay roof tile as the cladding completed
the roof look. Both roof design and materials were influenced by
Malay traditional and colonial architecture.

● Applying timber roof structure as timber was widely available and easy to get at the time
● Exposed roof structure from interior with no ceiling to allow cross ventilation

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● Applying limas roof due to colonisation impact that cause traditional Malay style influenced by western style.

Staircase

Front Elevation of Sekolah Melayu Benus Front Elevation of Sekolah Latihan SITC
(Nazmie, 2022)
The height of ground floor level to first floor level from floor to
Sekolah Melayu Benus has 16 steps of stairs. floor is 3120mm, with the thread of staircase is 240mm and riser
191mm, the stairs currently have 15 steps which makes it very
steep.

Findings ● Both have a very steep staircase
Summary ● The location of the timber staircase located at the front facade of the buildings.

To sum up, both schools share the same architectural styles combining British colonial and Malay vernacular architecture. This can be
seen through both schools' material and structural systems, where most of the building components, such as windows, doors, and walls,
apply timber while the column of the ground floor level is made of concrete. Considering the Malay vernacular architecture, both
schools look like Malay traditional houses that prioritise environmental factors such as climate and topography, which comfort the
building user. The schools emphasise the impact of colonial influence on the architecture of the building with the adaptability of local
vernacular architecture.

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5.6 Summary

After all, the comparison between three buildings with Sekolah
Latihan SITC provides information from various aspects especially from
architectural styles, space planning and construction system.

In conclusion, both schools have similar architectural designs that blend
Malay traditional architecture with British colonial architecture. This is
demonstrated by the structural and material systems used in both schools,
where the majority of the building's elements including windows, doors,
and walls are built of wood while the bottom floor's column is constructed
of concrete. Both schools resemble Malay traditional homes that stress
environmental aspects like climate and topography, which comfort
building occupants, when viewed in the context of Malay vernacular
architecture. The schools emphasise how adaptable local vernacular
architecture is and how colonial influence has affected the building's
architecture.

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