https://jurnal.untag-sby.ac.id/index.php/ANAPHORA/issue/feed 2025-06-29T14:18:08+00:00 Muizzu Nurhadi muizzu@untag-sby.ac.id Open Journal Systems <p style="text-align: justify;"><strong>Anaphora : Journal of Language, Literary, and Cultural Studies</strong> is a double-blind peer-reviewed journal, open access, and biannual academic journal dedicated to the publications of research in the areas of language, literary, and culture studies. Language studies may include issues in applied linguistics such as sociolinguistics, discourse analysis, critical discourse analysis, pragmatics, stylistics, corpus linguistics and so forth. Literary studies covers English classics, modern and contemporary literature in the forms of printed, screened, aired or performed texts, comparative literature, children literature, sociology of literature, structuralism, psychoanalysis and so forth. Cultural studies cover cultural texts and practices, especially those associated with issues about language and literature, such as gender criticism, media studies, popular culture, and so forth. Its primary objective is to provide a forum for scholars and practitioners in the areas to address such issues. To be selected for publication, the manuscript should present new ideas in the disciplines, originated from empirical, theoretical, and methodological research within both a single discipline and those that sub- or multi-disciplines. This journal encourages a high standard of scholarship, written in the clear and straightforward organization without requiring that authors alter their analytical style and writing voice</p> https://jurnal.untag-sby.ac.id/index.php/ANAPHORA/article/view/12435 2025-05-04T14:39:40+00:00 Muzakki Bashori muzakkibashori@mail.unnes.ac.id Rizki Aldi Cahyono rizkicahyono792@students.unnes.ac.id Naia Sophianti naiasophianti22@students.unnes.ac.id Mutiara Wardati mutiarawardati4@students.unnes.ac.id Bambang Rakhmanto bambang.rakhmanto@mail.unnes.ac.id Eni Rahmawati eni.rahmawati@mail.unnes.ac.id Dwi Pangesti Aprilia dwipangestiaprilia@gmail.com Muhammad Mujibur Rohman m.rohman14@gmail.com

The globalization era presents challenges in preserving the existence, sustainability, and authenticity of local literary heritage, including folklore. Today, folklore is gradually fading and becoming less familiar among younger generations. However, regional literary literacy plays an essential role in building and maintaining the cultural identity of a community and contributes to fostering positive character development in children from an early age. Recognizing the central role of regional literary literacy in shaping children’s growth and development, it is crucial to internalize positive values derived from folklore amidst moral decadence. Responding to the duality between modernity and the preservation of local wisdom, this study aims to highlight the significant relevance of strengthening regional literature through the read-aloud method. The research focuses on teachers and parents of students at SD Negeri Pakintelan 03 Gunungpati, Semarang, Central Java. “Ketika Nasi Menangis”, a trilingual book developed in Indonesian, Javanese, and English, was used as a medium to support this research. The findings indicate that reading folklore aloud has a positive impact on children’s character development in general and the enhancement of regional literary literacy in particular. For parents and teachers, this study has fostered their understanding of the importance of bedtime storytelling through the read-aloud folklore method, encouraged enthusiasm for narrating bedtime stories, and provided a practical guide for effective storytelling.

2025-05-04T14:39:39+00:00 ##submission.copyrightStatement## https://jurnal.untag-sby.ac.id/index.php/ANAPHORA/article/view/12188 2025-06-14T14:46:16+00:00 Rita Handayani rita_h@untirta.ac.id Della Yunita dellayunita040702@gmail.com

This study aims to examine the representation of cultural dimensions in pictures and written texts (students’ exercises and reading texts) in the English textbook Work in Progress (2022), based on Yuen’s (2011) and Chao’s (2011) theories, and to determine whether the cultural dimensions in the textbook align with intercultural competencies and the Pancasila Student Profile in the Merdeka curriculum. Cultural dimensions are crucial in language learning as they foster global awareness, intercultural understanding, and appreciation of cultural diversity. This qualitative study employs a content analysis methodology to analyze data from the English textbook Work in Progress (2022), designed for tenth-grade high school students and published by the Ministry of Education and Culture of the Republic of Indonesia. The analysis, based on Yuen’s (2011) cultural dimensions, indicates that perspectives are the most dominant dimension, followed by persons, products, and practices. Furthermore, the cultural categories based on Chao’s (2011) theory are dominated by international culture, intercultural interaction, source culture, target culture, and universality across culture. The findings highlight the textbook’s alignment with the Merdeka Curriculum’s goals of promoting intercultural competence and global diversity. Yuen’s (2011) cultural dimensions (persons, perspectives, products, and practices) and Chao’s (2011) cultural categories (international culture, intercultural interaction, source culture, target culture, and universality across culture) reflect the Merdeka Curriculum’s emphasis on understanding how cultural dimensions in textbooks support the Pancasila Student Profile’s goal of recognizing and appreciating cultural diversity.

2025-06-14T14:46:16+00:00 ##submission.copyrightStatement## https://jurnal.untag-sby.ac.id/index.php/ANAPHORA/article/view/131896 2025-06-29T14:08:56+00:00 Risa Triarisanti risatriarisanti@upi.edu Wawan Gunawan wagoen@upi.edu Velayeti Nurfitriana Ansas velaansas@upi.edu Asma Azizah asma.azizah@upi.edu Jayanti Megasari jayanti_megasari@upi.edu

This study adopts a Systemic Functional Linguistic (SFL) approach grounded in Halliday’s theoretical framework to investigate Theme-Rheme structures in the Integrated Korean Language textbooks . This research is significant as prior studies on Korean language textbooks have largely overlooked the interplay between thematic structure and ideological representation, leaving a gap in understanding how discourse patterns contribute to implicit cultural messaging. The primary objective is to examine the deployment of marked and unmarked themes as well as the patterns of thematic progression within narrative and descriptive texts. The data are drawn from Volumes 3 and 4 of the textbooks, which encompass cultural, object-related, and activity-based themes. The findings indicate that the majority of clauses adhere to the Simple Linear Thematic Progression pattern, wherein the rheme of one clause becomes the theme of the subsequent clause, thereby contributing to a cohesive and logically sequenced discourse. In certain instances, Complex Linear Progression patterns were also observed, offering extended elaboration of central ideas. Material and relational processes are predominantly employed to represent actions and identity relationships, illustrating how lexical choices such as verbs and conjunctions function to structure the narrative. Furthermore, the analysis reveals the implicit integration of feminist ideology gender roles within the texts, particularly concerning evolving gender roles in contemporary Korean households. The thematic patterns identified reflect broader social values and ideological transformations embedded in the educational material, conveying underlying messages that promote gender equality and advocate for more equitable social roles. The thematic patterns identified in the texts function not only to organize information but also to foreground specific social actors and actions that align with feminist ideology. By consistently thematizing female subjects, progressive roles, or relational identities, the texts reflect and reinforce broader social values of gender equality and contribute to the ideological transformation toward more equitable gender norms.

2025-06-29T14:08:56+00:00 ##submission.copyrightStatement## https://jurnal.untag-sby.ac.id/index.php/ANAPHORA/article/view/12047 2025-06-29T14:18:08+00:00 Elena Abuan Navas navas.ea@pnu.edu.ph

This research describes the process of collecting historical data and crafting it into a written form that aims to translate a local event from the past into a historical legend. The narrative complements the dearth of local Filipino literature that informs, entertains, and inculcates local culture and values. Despite the influx of local stories in towns and provinces around the Philippine archipelago, only old tales are repeatedly compiled, and published. This paper addresses this gap by documenting a local town history. There were two sources utilized in obtaining the historical data of the narrative: local history books of Alicia town and Isabela province in north Philippines including church pamphlets; and a semi-structured interview form. The high acceptability and grounding of the narrative are due to its closeness to the real event, revealing that respondents manifested a shared understanding of the meaning of the legend. This research recommends the need for more storytellers. Due to the limited time and resources, adjacent towns were not explored. The written narrative could have been widely-sourced and hence richer. The narrative’s effectiveness to inform and educate the young was not also explored. It is also recommended that this narrative be integrated to History and Character Education subjects in upper elementary or high schools, a true test of its effectiveness and a way to realize the rootedness of their culture or why they do what they do. The duty of the storyteller or researcher is to provide experiences making them realize the importance of local stories.

2025-06-29T14:18:08+00:00 ##submission.copyrightStatement##