Teaching Literature Through Cultural Paradoxes

Abstract

This study is significant for its efforts to strengthen the understanding of regional literature as a medium for reflecting on sociocultural dynamics and as a source of literature learning grounded in local wisdom. The research questions of this study are (1) How is cultural paradox represented in Madura literary texts? (2) How can a semiotic approach help in understanding the meaning of cultural paradox? and (3) How can the implementation of semiotic-based literary teaching improve students’ cultural understanding? A descriptive, qualitative method grounded in Umberto Eco’s semiotic theory was used in this study. Data in the form of words, sentences, quotations, and transcripts were obtained through literature study, interviews, and observation. The analysis used objective hermeneutics without statistical analysis, as the study focused on the meaning of signs and cultural context. The results of the study showed that the representation of Madura cultural paradoxes, especially those related to women’s bodies, cultural rituals, and individual identity, is in the flow of modernity. The semiotic approach proved effective in revealing the relationship between signs, ideology, and social reality hidden in literary texts. The pedagogical implications of the research indicate that the semiotic approach can be applied to literary learning through symbol analysis and interpretive discussion, thereby improving students’ critical thinking skills and cultural awareness. This study recommends developing semiotic-based literary teaching materials and conducting further studies on other regional literature in Indonesia.