隨著台灣移民人口的成長，政府透過將新住民語文課程納入【十二年國民基本教育課程綱要】，簡稱【108課綱】，來支持新南向政策（NSP）（經濟部，2019）。 新住民語文課程由七種東南亞語言組成，印尼語就是其中之一。由於印尼語是拉丁語字母語言或者全音素文字，而國話是語素文字，台灣學習者在學習印尼語時面臨的挑戰之一就是缺乏解碼能力(decoding skill)，導致他們只能依靠記憶來朗讀印尼語詞彙。由於解碼能力是最終單字理解的重要墊腳石（Hoover & Gough，1990），本研究探討了語音意識指導對提高台灣小學生解碼能力的有效性，在本研究中定義為讀出生詞的能力但不一定要知道其生詞的意義。鑑於新竹市印尼語課程參與人數較少（教育部，2018），本研究採用單一個案 ABAB 設計（Neuman & McCormick，1995），錄取兩位受試者。學生 1 只接受語音意識指導，而學生 2 則接受相同的教學加上書籍閱讀。兩名學生在教學階段都表現出了明顯的進步，在教學前和教學後評估之間都有明顯的進步。然而，我們注意到特定音素的持續挑戰，例如/e/、/ŋ/ 和 /ɲ/ 以及以 /n/ 結尾的單字。這些發現強調了整合語音意識訓練來增強解碼能力的好處。

As Taiwan's immigrant population grows, the government supports the New Southbound Policy (NSP) by integrating New Immigrants Language (NIL) courses into the K-12 curriculum (Ministry of Economic Affairs, 2019). The NIL courses consist of seven Southeast Asian languages, with Indonesian being one of them. Because Indonesian is an alphabetic language while Mandarin Chinese is a logographic language, one of the challenges that Taiwanese learners face when they learn Indonesian is the lack of decoding ability, leading them to rely on memorization to read out loud an Indonesian word. Since decoding ability is an important stepping stone for eventual word comprehension (Hoover & Gough, 1990), this study examines the effectiveness of phonological awareness instruction on improving Taiwanese elementary students’ decoding ability, defined in this study as the ability to read new words out loud without necessarily knowing their meaning. Given the low number of students enrolling in Indonesian language course in Hsinchu city (Ministry of Education, 2018), this study uses a single-subject ABAB design (Neuman & McCormick, 1995), involving two participants. Student 1 received only phonological awareness instruction, while Student 2 had the same treatment plus teacher’s book reading. Both students showed clear improvements during the treatment phases, with observable gains between pretest and posttest assessments. However, persistent challenges with specific phonemes were noted, such as the vowel /e/, sounds /ŋ/ and /ɲ/, and words ending in /n/. These findings highlight the benefits of integrating phonological awareness training to enhance decoding ability.

Abstract …………………………………………………………………………………………..2
List of Figures ……………………………………………………………………………………7
List of Tables …………………………………………………………………………………….8
Chapter 1 – Introduction ………………………………………………………………………...10
1.1 The New Southbound Policy …………………………………………………………..10
1.2 NIL Course Implementation and Curriculum ………………………………………….11
1.3 Students in NIL Course …………………………………………………………...…...13
1.4 Challenges of Learning and Teaching Indonesian ……………………………………..14
1.5 The Aim of this Study and the Research Questions …………………………………...15
1.6 Organization of the Study ………………………………………………………...…....16
Chapter 2 – Literature Review …………………………………………………………………..19
2.1 Introduction of the Indonesian Language ……………………………………………….19
2.2 Comparison of Indonesian and Mandarin Chinese ……………………………………...21
2.3 Crosslinguistic and L1 Transfer …………………………………………………………26
2.4 Teaching Indonesian Language as a Mother Tongue …………………………………...28
2.5 Emergent Literacy and the Importance of Decoding Skills …………………………......30
2.6 Shared Book Reading Activity ……………………………………………………….…31
2.7 Phonological Awareness (PA) Instruction ………………………………………….…..35
2.8 Single Subject Design …………………………………………………………………..37
2.9 Research Gaps …………………………………………………………………………..41
Chapter 3 – Methodology ……………………………………………………………………….43
3.1 Overview ………………………………………………………………………………..43
3.2 Research Design ………………………………………………………………………..43
3.3 Participants and Setting …………………………………………………………….…..43
3.4 Materials ………………………………………………………………………………..45
3.5 Teaching Procedure (Intervention) ……………………………………………………..48
3.6 Measurement Tasks ……………………………………………………………………..55
3.7 Data Collection Procedure ……………………………………………………….……..56
3.8 Data Analysis ……………………………………………………………………………58
Chapter 4 – Findings ……………………………………………………………………….……60
4.1 Introduction ……………………………………………………………………….……..60
4.2 Research Question 1: Before the invention, how well could the two Taiwanese elementary school students who have learned Indonesian for four semesters read Indonesian words aloud? ………………………………………………………..…………………………..60
4.3 Research Question 2: To what extent does phonological awareness instruction help the two Taiwanese students in this study improve their ability to read Indonesian words out loud? ………………………………………………………..……………………..……..66
4.3.1. Baseline and Treatment …………………………..……………………….……..66
4.3.2. Comparison of the Pretest, Posttest, and Delayed Posttest Scores ……….……..69
4.4 Research Question 3: What specific phonemes pose the greatest challenges for the two Taiwanese students in this study? …………………………..…………………….……..75
4.5 Summary of Results ………………………………………..……………………..……..82
Chapter 5 – Discussion and Conclusion …………………………..……………………..……...85
5.1 Introduction ……………………………………………………………………….……..85
5.2 Interpretation of Findings ……………………………………………………..….……..85
5.2.1 Research Question 1: Before the invention, how well could the two Taiwanese elementary school students who have learned Indonesian for four semesters read Indonesian words aloud? …………………….……………………………..….……..85
5.2.2 Research Question 2: To what extent does phonological awareness instruction help the two Taiwanese students in this study improve their ability to read Indonesian words out loud? …………………….………………………………..….…..….……..88
5.2.3 Research Question 3: What specific phonemes pose the greatest challenges for the two Taiwanese students in this study? ……………………………..….…....….……..91
5.3 Pedagogical Implications …………….………………………………………..….……..92
5.4 Limitations …………………………………………………………….………….……..93
5.5 Conclusion and Recommendations for Future Research …………….………….………95
References …………………………………………………………………………….……..97
Appendix A …………………………………………………………………………...……105
Appendix B …………………………………………………………………………...……106
Appendix C …………………………………………………………………………...……107
Appendix D …………………………………………………………………………...……109
Appendix E …………………………………………………………………………...……111
Appendix F …………………………………………………………………………...……113
Appendix G …………………………………………………………………………...……114
Appendix H …………………………………………………………………………...……116
Appendix I …………………………………………………………………………...…….117

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