(Effects and implications)

Based on the interviews carried out, there are a lot of different perceptions of ‘nasi
ambeng’ have been made by people of different ethnic in Malaysia. Despite the different
perceptions derived, still the concept of eating in ‘dulang’ is still being preserved. Due to the
differences, the effects of this cultural element bring a huge impact to our Malaysian
multicultural society. As mention below

The concept of nasi ambeng is used at normal events nowadays. For instance, the event
held at the mosque and the food is served in ‘dulang’. According to one of our interviewee,
eating in ‘dulang’ help the society to promote togetherness as they share the food with each
other. This statement is supported by Sukumaran (2017) who proposed that the concept of
nasi ambeng is accepted in Malaysian society in regards of being tantamount to the ‘Yee
Sang’ concept which is widely practiced by all Malaysian citizens. The implication of
togetherness implemented through the practice of nasi ambeng is that this can imply unity in
our Malaysian multicultural society. Unity in appreciating and accepting various food of
different ethnics (

implication: unity. (support).

According to Idris (2017), the use of nasi ambeng in most Javanese events is due to the
easy and simple process of preparation. The preparation of nasi ambeng is done through
cooking at a larger portion for a large number of people. The most prominent effects
perceived is that

In addition to the information collected, nasi ambeng also provides additional food for the
poor people. Thus, creating an opportunity for the people to save cost on their expense.
According to the interviewee, in the old days the family members would be waiting for the
father to bring along the nasi ambeng in a packed manner as only the head of the family
would attend the events.
Introduction

Malaysian consist of various ethnic groups that come

Roles of a teacher

In Malaysian classroom today, the students come from various ethnic groups for
instance Malays, Chinese and Indians. Therefore, due to certain differences for example
language, culture, family background the students tend to mingle just with their own ethnic
group which leads to cultural gap (Culture in the classroom, 2017) among their own
classmates. Thus, teachers play an important roles in promoting sociocultural diversity and
togetherness among students in the school.

In promoting different cultures in the classroom, teachers should be creative and

bring it into the classroom. Instead of giving them the ideas of what is culture verbally which
they might not understand, the teacher should provide more hands on learning. Other than
that, the teacher can also bring the students on a trip to the mosque where they serve the
food in ‘dulang’ and also help in the preparation of Nasi Ambeng. The students will get to
learn new things as well as experiencing others values.

Conclusion

. It is also important for teachers to practice an inclusive curriculum that persists respectful towards
differences in all aspects of a student may possess.