美国学生学习印尼语(BIPA)中的印尼烹饪国际化

K. Saddhono, Wati Istanti, Ari Kusmiatun, Dewi Kusumaningsih, Indriyo K. Sukmono, A. Saputra
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引用次数: 0

摘要

在美国的外国学生对印尼语言和文化的兴趣日益浓厚,这引起了人们对印尼美食国际化的关注,并将其作为面向外国学生的印尼语(BIPA)教育的一个组成部分。本研究旨在通过将爪哇烹饪旅游融入美国留学生印尼语(BIPA)教材,以科学主题方法探索印尼语国际化的潜力。本研究明确了以爪哇烹饪旅游为重点的学习方法如何提高留学生对印尼语的理解和熟练程度,以及与烹饪文化的互动如何帮助他们理解印尼的社会、文化和历史价值。本研究采用个案研究的定性研究方法。通过对通过烹饪方式学习印尼语的 BIPA 学生以及美国耶鲁大学的教师和项目管理人员进行调查和访谈来获取数据。本研究获得的数据包括关于工具可行性的专家验证数据、关于所编写教材有效性的专家验证数据,以及以 BIPA 学生和教师填写的实用性评分形式获得的教材实用性数据。研究结果表明,在将纳西古乐作为 BIPA 教材进行教学时,关键是要确保所采用的方法具有针对性、愉悦性,并符合学生的需求和水平。如前所述,使用科学主题方法将爪哇烹饪旅游融入面向外语使用者的印尼语教材,是向美国或其他地方的 BIPA 学生介绍 nasi goreng 和印尼文化的有效方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Internationalization of Indonesian culinary in learning Indonesian for foreign speakers (BIPA) in United States students
Increased interest in the Indonesian language and culture among foreign students in the United States has drawn attention to the internationalization of Indonesian cuisine as an integral part of Indonesian Language for Foreign Speakers (BIPA) education. This research aims to explore the potential for the internationalization of the Indonesian language through a scientific-thematic approach by integrating Javanese culinary tourism into the Indonesian language teaching materials for international students (BIPA) in the United States. The study identifies how a learning method focused on Javanese culinary tourism can enhance international students’ understanding and proficiency in the Indonesian language, as well as how interactions with culinary culture help them comprehend the social, cultural, and historical values of Indonesia. This research employs a qualitative research method with a case study approach. Data is obtained through surveys and interviews with BIPA students studying Indonesian through culinary means, as well as instructors and program administrators at Yale University, United States. The data obtained from this research include expert validation data on the instrument’s feasibility, expert validation data on the effectiveness of the developed teaching materials, and practicality data of teaching materials in the form of practicality scores filled out by BIPA students and teachers. The results of this study indicate that, in teaching nasi goreng as a BIPA teaching material, it is crucial to ensure that the approach used is relevant, enjoyable, and tailored to the needs and proficiency levels of the students. As mentioned earlier, the integration of Javanese culinary tourism into Indonesian language teaching materials for foreign speakers using a scientific-thematic approach is an effective way to introduce nasi goreng and Indonesian culture to BIPA students in the United States or elsewhere.  
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