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This research aims to develop teaching materials for writing Pantun (a traditional Malay poetry form) using "Canva" assisted image media in the Indonesian language subject. It seeks to analyze the feasibility of developing teaching materials for writing Pantun using "Canva" assisted image media as instructional material for the Indonesian language subject in seventh-grade Junior High School. The development method employed is the research and development method by Borg and Gall, modified by Sugiyono, involving five stages. The developmental stages encompass potential and problem analysis, data collection, developmental product design, validation, and product design revision. The development was validated by two validators: a subject matter expert with a rating reaching 84% falling into the highly feasible category, media expert validation with a rating reaching 81% categorized as highly feasible, and teacher validation with a rating of 90%. Based on the overall feasibility assessments of the presented teaching materials, the development of Teaching Materials for Writing Pantun Using "Canva" Assisted Image Media for seventh-grade holds a highly feasible quality and can be accepted as one of the instructional materials.

Language is known as a tool for interaction or communication that people use every day in various contexts, including education, economy, travel, and religion. Language skills include four components: speaking, listening, reading, and writing. From the learning outcomes are still low with 6 students failing, researchers need to make improvements to learning. The purpose of this improvement is so that researchers can improve weaknesses in the next. Based on the results obtained by researchers in implementing research at SMA Bersama Berastagi both through assignments, Student Worksheets (LKS) and Based on the results of the exam, students' ability to write drama scripts has increased. This is evidenced by students having mastered the skills of writing drama scripts.

The purpose of this study was to obtain the symbolic meaning of Natas Banyang at the Maanyan Dayak Traditional wedding ceremony in east Barito and its implications for literatur learning in SMA. The purpose of this study was to describe: (1) the symbolic meaning of events in natas banyang (2) symbolic meaning of objects in natas banyang (3) the symbolic meaning of language in natas banyang (4) implications for learning literature in high school class X. This study uses a qualitative opproach method. The data source for this research is the natas banyang process and interviewing traditional mantir. The objects of this study are all the symbolic meanings of natas banyang at the Maanyan Dayak traditional wedding ceremony in east Barito. The results of this study areas follows. (1) The symbolic meaning of events in natas banyang (2) The symbolic meaning of objects used in natas banyang (3) the symbolc meaning of language in natas banyang (4) Used in teaching literature for class X SMA, In accordance with KD 4.1 Interpreting the meaning of pantun texts both oral or written. Indicator 4.1. Identifying the linguistic elements of the pantun texts both oral or written. Indicator 4.1.1 Identefying the linguistic elements of the pantun text 4.1.2 interpret the pantun text. natas  banyang at the maanyan Dayak traditional wedding ceremony in east Barito which aims to develop knowledge in regional culture.