The pedagogy genre emerged because it was motivated by the development of linguistic theory, the development of the concept of communicative competence, and the development of learning psychology theory. Activities are influenced by individual abilities and social context. Language skills make learning to understand and produce. Understanding skills include (oral) and reading (written) as well as developing speaking (oral) and writing (written) skills. Proponents of genre pedagogy state that making use of it includes dialogue (spoken language) and monologue (written language). Monologue skills include listening, reading, and viewing (seeing) while enjoying dialogue which includes speaking, writing, and presenting (presenting). Application of genre pedagogy in text-based Indonesian language learning The orientation of Indonesian language learning in the application of PG can not be separated from the formulation of communicative competence. The orientation includes discursive competence as the main axis supported by competencies in the fields of: (1) sociolinguistics, (2) linguistics, (3) strategy, and (4) actional. The general pattern of PG-based language learning turns out to be growing and varied. In 1988, for example, Callaghan & Rothery (in Payaprom, 2012: 34) stated that there are three stages of learning in GBA, namely: (1) modeling, or modeling, (2) compiling the text together or negotiating together. Text, and (3) independent text preparation or text independent construction. Another expert, Dickinson (2012: 4) states that there are five stages of learning in GBA, namely: (1) context development or context building, (2) text modeling and deconstruction or text modeling and deconstruction, (3) textual arrangement of the text. Together or with text construction, (4) independent text preparation or text independent construction, and (5) linking with related texts or linking related texts.

Background: Learning to write did not attract the attention of students. This is due to several factors, including: (1) the lack of variation in methods or techniques taught in learning to write, (2) the low value of writing student descriptions. Based on these facts, renewal and refresher in writing learning is needed to arouse students' enthusiasm in writing, especially in improving the ability to write descriptions. The purpose of this study was to prove whether the writing skills of the D3 Nutrition Study Program students at the Poltekkes of the Ministry of Health in Padang could be improved through direct object techniques in learning or not.Methods: The implementation of classroom action research proposed by many experts consists of (1) planning, (2) implementation, (3) observation, and (4) reflection. Students' descriptive paragraph writing skills can be improved through direct object techniques.Results: In the initial test, the average score of students' writing skills was 75.9. After being given action and stabilization in the learning process in two cycles, the average skill of writing descriptive paragraphs of students increased to 80.15 and continued to increase in cycle II, namely 85.83.Conclusions: Thus, it can be concluded that the use of direct object techniques in learning to write descriptive paragraphs can improve students' writing skills, especially in describing objects being observed. The significance can be seen from the unfavorable initial test result data, after giving the action, the test results in cycle I increased and so on also increased in cycle II.

Numerous facets of life, especially the field of education, have been significantly impacted by the COVID-19 epidemic. The switch from traditional classroom instruction to online or virtual instruction can be challenging for both instructors and students. In an effort to achieve the best learning objectives, Prezi media is one of the online learning methods and resources that are chosen and employed. It is widely used during presentations and group discussions. The study's goal was to ascertain how the Prezi content utilized in general Indonesian classes was perceived by the students. This qualitative study included 50 students in total as research participants. The information was gathered through the use of a Likert scale questionnaire, and it was then reviewed in three stages: data reduction, data presentation, and conclusion-making. The study's findings suggest that using Prezi media to support students in meeting their learning objectives has considerable advantages. These advantages consist of how simple it is to comprehend the subject matter, how efficient studying time is, and how appealing and how practical it is.

Karya Andaru Intan pada novel 33 Senja di Halmahera menceritakan tentang Nathan, seorang tentara beragama Nasrani dari Ambon yang harus ditugaskan ke sebuah desa kecil di Maluku utara, yang jatuh cinta kepada Puan seorang gadis Muslim yang tinggal di pesisir pantai dan bekerja sebagai guru Bahasa inggris. Novel ini dianalisis dengan pendekatan sosiologi sastra. Pendekatan kepada sastra yang berfokus pada masyarakat disebut sosiologi sastra, Tujuan penelitian ini adalah untuk menjelaskan dan mendeskripsikan latar belakang dari sosial budaya masyarakat Halmahera serta nilai-nilai edukatif yang terdapat dalam novel 33 Senja di Halmahera. Nilai edukatif atau nilai Pendidikan adalah suatu nilai yang mencakup sikap diri sendiri dalam kehidupan sosial dan pribadi, nilai-nilai edukatif di novel 33 Senja di Halmahera adalah bersahabat/komunikatif, terampil, religius, bertanggung jawab dan disiplin. Penulisan artikel ini menggunakan metode deskritif yang menggunakan pendekatan sosiologi sastra.  Sumber data primer dalam penelitian ini adalah karya Andaru Intan pada novel 33 Senja di Halmahera.

Findings from the results of the author's interviews with Indonesian language lecturers as well as level 1 students of the D3 Nutrition Science Study Program of the Polytechnic of the Ministry of Health in Padang are, students have not been able to write news, because of the following things. First, they have the lack of students' ability in writing. Second, students are less able to develop the elements of building news. Third, ineffective learning media used by lecturers. Based on the aforementioned problems, the authors think it is important to carry out classroom action research aimed at improving the ability to write news with serial images of students of level 1 of the D3 Nutrition Science program at the Health Ministry of Health in Padang. The selection of this serial image media is thought to be appropriate for learning to write news, because through this image media students are motivated because the media can be touched, seen and observed. In addition, the use of image media is thought to be easy for students to understand so students will more easily express their ideas or ideas in writing news. This class was chosen because the ability to write news in learning is low when compared to other classes, this is evidenced by the acquisition of the results of the writing test exposition of semester I of the academic year 2017/2018. The type of this research is classroom action research with the research subject level 1 of the Nutrition D III Study Program with 39 students. The research was carried out in semester 2 of the 2018/2019 school year. Data collection tools used were student activity observation sheets and final tests. Data analysis techniques used are descriptive and analysis of learning outcomes. This research consisted of two cycles and each cycle was held twice. The results of the study in each cycle are pre-cycle with an average value of 70.87 students, the first cycle with an average value of 86.46 students and the second cycle 93.74, this shows student activity tends to increase. Furthermore, it was concluded that lectures on learning to write news with serial image media can increase the activity and learning outcomes of students in level 1 of the D III Nutrition Study Program of the Health Ministry of Health in Padang.