Purpose

This research explores the potential incorporation of Indonesian folklore, particularly the folklore of the origin of Bandung, into Arabic language teaching materials. Integrating local cultural elements into language instruction can enhance students' language learning experience and promote a deeper understanding of Indonesian culture.

Design/methodology/approach

The origin city of Bandung is one of the famous folklore stories in Indonesia that originates from West Java. Through ethnographic studies, various aspects of the folklore of the origin of the city of Bandung will be examined, which can be utilized in Arabic language teaching. This includes analyzing the linguistic structure, vocabulary and cultural references embedded in the story. Additionally, we will explore how teachers can effectively incorporate this folklore into their teaching materials to create engaging and culturally relevant Arabic language lessons.

Findings

This research aims to contribute to developing innovative and culturally responsive language learning by investigating the use of Indonesian folklore in Arabic language instruction. It aims to empower teachers and students by fostering a deeper appreciation of Indonesian culture while improving Arabic language proficiency. This approach enhances language learning outcomes, promotes cultural awareness and cultivates a deeper connection between students and the local culture. By embracing folklore, teachers can create dynamic and meaningful language learning experiences that empower students to become proficient Arabic speakers with a strong appreciation for Indonesian wisdom and culture.

Research limitations/implications

Overall, using folklore as a foreign language teaching material provides significant advantages for students in developing a deeper understanding of language, cultural skills and interest in the language and culture being studied. This approach improves language learning outcomes, promotes cultural awareness and fosters deeper relationships between students and local culture so that foreign language (Arabic) learning is effective. By embracing folklore, teachers can create dynamic and meaningful language learning experiences that empower students to become proficient Arabic speakers with a strong appreciation for local Indonesian wisdom and culture.

Practical implications

Practically, this involves understanding the social, political, economic or cultural context in which the folklore arose, as well as new interpretations that provide a broader understanding of the stories' values, messages or conflicts. In contributing to knowledge, this research has implications for insight into linguistic knowledge and learning a second language in the norms of the first language without shifting the culture of the first language.

Social implications

Empirically, this study combines an interdisciplinary approach to folklore research that can bring a new understanding of the relationship between folklore and other fields such as linguistics, literature, anthropology or psychology. This approach can produce a more comprehensive insight into folklore and its influence on various aspects of life. Contributing to social impact, introducing culture in learning materials is an educational tourism attraction for students. This also has an impact on public policy that tourism education about folklore is introduced as teaching and used as further field study for students.

Originality/value

This research conceptualizes the diversity of Indonesian culture integrated into the instructional materials of Arabic language learning in Indonesia through folklore. To integrate folktales into the learning process, families, traditions and rituals need to play a role in preserving and educating. Researchers can develop new insights, broaden our understanding of culture and traditions and enrich our knowledge and cultural heritage. These new approaches have the potential to yield discoveries and a deeper understanding of folklore as an important cultural heritage. This research explores the potential incorporation of Indonesian folklore, particularly the folklore of the origin of Bandung, into Arabic language teaching materials. Integrating local cultural elements into Arabic language teaching for Indonesian speakers can enhance students' language learning experience and promote a deeper understanding of Indonesian culture through Arabic language teaching as a foreign language.

中文翻译：

---

基于印尼民间传说的阿拉伯语教材考察——“万隆”民间故事的民族志研究

目的

本研究探讨了将印度尼西亚民间传说，特别是万隆起源的民间传说纳入阿拉伯语教材的可能性。将当地文化元素融入语言教学中，可以增强学生的语言学习体验，促进对印尼文化的更深入了解。

设计/方法论/途径

起源城市万隆是印度尼西亚著名的民间传说故事之一，起源于西爪哇。通过民族志研究，将考察万隆市起源的民间传说的各个方面，这些方面可用于阿拉伯语教学。这包括分析故事中嵌入的语言结构、词汇和文化参考。此外，我们将探讨教师如何有效地将这种民间传说融入他们的教材中，以创建引人入胜且与文化相关的阿拉伯语言课程。

发现

本研究旨在通过调查印度尼西亚民间传说在阿拉伯语教学中的使用，为发展创新和文化响应的语言学习做出贡献。它旨在通过促进对印度尼西亚文化的更深入了解，同时提高阿拉伯语水平来增强教师和学生的能力。这种方法可以提高语言学习成果，提高文化意识，并培养学生与当地文化之间更深层次的联系。通过融入民间传说，教师可以创造动态且有意义的语言学习体验，使学生能够熟练地讲阿拉伯语，并对印度尼西亚的智慧和文化有强烈的欣赏。

研究局限性/影响

总体而言，使用民俗作为外语教材为学生加深对语言的理解、文化技能以及对所学习的语言和文化的兴趣提供了显着的优势。这种方法可以提高语言学习成果，提高文化意识，并培养学生与当地文化之间更深层次的关系，从而使外语（阿拉伯语）学习更加有效。通过融入民间传说，教师可以创造充满活力和有意义的语言学习体验，使学生能够熟练地讲阿拉伯语，并对印度尼西亚当地的智慧和文化有强烈的欣赏。

实际影响

实际上，这涉及了解民间传说产生的社会、政治、经济或文化背景，以及对故事的价值观、信息或冲突提供更广泛理解的新解释。在贡献知识方面，这项研究对于洞察语言知识和在第一语言的规范中学习第二语言而不改变第一语言的文化具有重要意义。

社会影响

从经验上看，这项研究将跨学科方法与民俗学研究结合起来，可以带来对民俗学与语言学、文学、人类学或心理学等其他领域之间关系的新理解。这种方法可以更全面地了解民俗及其对生活各个方面的影响。在学习材料中引入文化有助于产生社会影响，对学生来说是一种教育旅游吸引力。这也对公共政策产生了影响，即引入民俗旅游教育作为教学，并用作学生的进一步实地研究。

原创性/价值

本研究将印度尼西亚文化的多样性概念化，通过民间传说融入印度尼西亚阿拉伯语学习的教学材料中。为了将民间故事融入学习过程，家庭、传统和仪式需要发挥保存和教育的作用。研究人员可以发展新的见解，拓宽我们对文化和传统的理解，丰富我们的知识和文化遗产。这些新方法有可能带来新发现并加深对作为重要文化遗产的民俗的理解。本研究探讨了将印度尼西亚民间传说，特别是万隆起源的民间传说纳入阿拉伯语教材的可能性。将当地文化元素融入印尼语阿拉伯语教学中，可以通过阿拉伯语作为外语教学，增强学生的语言学习体验，促进对印尼文化的更深入了解。