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Interference: Journal of Language, Literature, and Linguistics
Published by Universitas Negeri Makassar
ISSN : 27211827     EISSN : 27211835     DOI : https://doi.org/10.26858/interference
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
INTERFERENCE focuses on the publication of research articles which conduct languages as the main object. This articles that contribute to the strengthening of critical approaches, increasing the quality of critique, or encouragement of innovative methodologies. Topics include: Language Learning and Teaching (Applied Linguistics) Linguistics ( Micro and Macro Linguistics) Literature (Comparative Literature, Foreign Languge Literature)
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 124 Documents
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AI as a Learning Partner: Error Analysis, Text Revision, and Student Perceptions in German Writing Wijayanti, Melky Ayu; Asnur, Muhammad Nur Ashar; Syaputra, Arliah Fachrul
Interference: Journal of Language, Literature, and Linguistics Vol 6, No 2 (2025): INTERFERENCE
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/interference.v6i2.76536

Abstract

Abstract. This study investigates the role of artificial intelligence (AI), specifically Deepseek, as a learning partner in A2-level German writing (Schreiben). The research focuses on error analysis, revision processes, and students’ perceptions of using Deepseek in writing tasks. Participants were second-semester students of the German Language Education Program at State University of Jakarta. A descriptive qualitative method was employed, drawing on student texts before and after correction, Deepseek’s feedback, and responses to an open-ended questionnaire on students’ experiences. The procedure includes six steps: (1) student produced a text on a predetermined topic, (2) the text was corrected by Deepseek using structured prompt, (3) student revised their texts based on AI feedback, (4) Students were devided into groups and discuss the result of DeepSeek correction, (5) each group presented the result of their discussion, and (6) student perceptions were gathered through questionaries. Findings indicate that the most frequent errors concerned grammar, particularly case usage (Akkusativ, Dativ), prepositions, verb conjugation, articles, and word choice. Students expressed predominantly positive perceptions, noting that AI fosters writing autonomy, error awareness, and provides immediate feedback. The study concludes that AI can serve as an effective learning partner in foreign language writing, particularly German, by improving the quality of student texts and fostering learner autonomy. Keywords: AI Feedback, Deepseek, Schreiben, Error Analysis
Meeting Diverse Learner Needs: Perception and Practices of Differentiated Instruction Agustina, Imas Wahyu; Palupi, Tara Mustikaning; Sari, Sulhizah Wulan
Interference: Journal of Language, Literature, and Linguistics Vol 6, No 2 (2025): INTERFERENCE
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/interference.v6i2.73194

Abstract

Abstract. As Indonesian students bring a wide range of cultures, beliefs, needs, interests, and attitudes into their English class, differentiated instruction (DI) can offer a possible yet challenging solution since it enables learning to fit the students' needs but opposes the standardized one-size-fits-all education model. This study investigated the teachers' perception of differentiated instruction in English language learning and its implementation. This study employs a descriptive qualitative design using questionnaires adapted from Tomlinson’s (2017) concept of differentiating learning elements based on learners’ variances to collect data from 48 junior and senior high school English teachers in the Jabodetabek area. The findings revealed that respondent teachers were generally aware that DI required teachers to adjust the learning to the students’ needs, yet only a few fully noticed that modification was conducted in the content, process, and product according to the readiness, interest, and profile. They implemented various DI strategies by varying the resources, complexity, titles, situations, structures, supports, output formats, working procedures, and deadlines. However, concerns about the implementation remain due to the excessive demands for effort and time for preparation, highlighting the need for ongoing, context-specific professional support. This study hopefully brings insights to help all English teachers with the practices of DI in their classes and raises awareness of the importance of DI to allow all language learners to achieve similar learning outcomes despite their individual differences. Keywords: Differentiated Instruction; Differentiated Instruction Strategies: Implementation of Differentiated Instruction; Teacher's Perception of Differentiated Instruction
The Use of Modal Particles in The Comic Emil dnd Die Detektive By Isabel Kreitz Zahrah, Nada Muthia; Santiah, Santiah; Angreany, Femmy
Interference: Journal of Language, Literature, and Linguistics Vol 6, No 2 (2025): INTERFERENCE
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/interference.v6i2.76660

Abstract

Abstract. Modal particles are interesting to study because they have no meaning when standing alone, but when used in a sentence, they can have meaning depending on the context. Modal particles can help clarify a person's view on an issue, whether it is a sign of agreement or disagreement. Therefore, the focus of this study is the meaning of modal particles in the comic “Emil und die Detektive” by Isabel Kreitz. The theory used is that of modal particles according to Maria Thurmair. This research is a qualitative study using a literature review method with a descriptive approach. The results of this study show a total of 185 modal particles, consisting of 164 non-combined modal particles and 21 combined modal particles. This means that the use of non-combination Modalpartikel accounts for 89%, while the use of combination Modalpartikel is only around 11%. Among the 164 non-combination Modalpartikel, there are 17 types of Modalpartikel in the dialogues of this comic. The Modalpartikel not used are “halt” and “mir.” In the dialogue of the comic “Emil und die Detektive,” many modal particles were found to have dual functions or similar sounds but different meanings. In this comic, there are several types of combined modal particles that do not fall under the categories mentioned by Maria Thurmair, so these modal particles are not counted as combined modal particles. Keywords: Modal particles, Comic, Emil und die Detektive
A Systemic-Functional Model for Foreign Language Instruction in Tourism Service Contexts Susianti, Hartanti Woro; Suandi, I Nengah; Putrayasa, Ida Bagus
Interference: Journal of Language, Literature, and Linguistics Vol 6, No 2 (2025): INTERFERENCE
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/interference.v6i2.74073

Abstract

Abstract. Foreign language learning in vocational tourism institutions, such as the Bali Tourism Polytechnic, still faces challenges in developing students’ communicative competence that is both contextual and functional. This study aims to describe the fundamental principles of Systemic Functional Linguistics (SFL) and to design an SFL-based German language learning model tailored to the professional communication needs of the tourism sector. Employing a descriptive qualitative approach, the research was conducted through three main stages: a literature review, content analysis of authentic German tourism texts (e.g., hotel reservation dialogues, brochures, service emails, and spoken interactions), and the design of a learning model. The research instrument consisted of an SFL-based analytical grid covering ideational, interpersonal, and textual metafunctions to identify how language is used in professional tourism contexts. The findings demonstrate that integrating SFL into learning enables students to produce oral and written texts that are more contextual, communicative, and professionally appropriate, such as handling hotel reservations, providing travel information, and responding to customer complaints. The novelty of this study lies in applying SFL to German language learning within vocational tourism education, a field that has received little attention compared to English. Its broader implication is that an SFL-based learning model can serve as a framework for developing foreign language curricula in vocational education that are more practical, adaptive, and aligned with the demands of the global tourism industry. Keywords: German, Systemic-Functional Linguistics, vocational learning, tourism, text genres
Discourse Analysis of Teenagers' Language Police on Tiktok Social Media Nirmala Alyas; Armianti Syah; Arini Junaeny
Interference: Journal of Language, Literature, and Linguistics Vol 5, No 2 (2024): INTERFERENCE
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/interference.v5i2.85453

Abstract

Abstract. This study examines language politeness among adolescents in TikTok comment sections as a form of dynamic and expressive digital communication. The purpose of this research is to analyze the politeness strategies used by adolescents in online interactions based on Brown and Levinson’s politeness theory. This study employs a qualitative approach using discourse analysis methods. The data consist of words, phrases, and sentences collected from comments on TikTok content widely accessed by adolescents. Data were collected through observation, note-taking, and documentation techniques, and analyzed through data reduction, data display, and conclusion drawing. The findings reveal that positive politeness is the most dominant strategy, realized through explicit compliments, support and motivation, the use of familiar address terms, and the intensification of emotional expressions through capitalization, word elongation, and emojis. Additionally, limited use of off-record strategies was found, while negative politeness and bald-on-record strategies were not identified. These findings indicate that adolescent interactions on TikTok tend to be supportive and oriented toward strengthening social solidarity Keywords: Language Politeness; Teenagers; Social Media; Tiktok; Discourse Analysis
Cultural Representation in Chinese Texts in the Book 來！學華語 (Let’s Learn Mandarin) Hijrah Rahma Surya; Asfa Sima; Arabia Amran
Interference: Journal of Language, Literature, and Linguistics Vol 6, No 1 (2025): INTERFERENCE
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/interference.v6i1.85452

Abstract

Abstrak. This study aims to analyze cultural representations in Mandarin dialogue texts in the book 來！學華語 (Let’s Learn Mandarin). This study uses a qualitative approach with a descriptive-analytical method and a Critical Discourse Analysis approach modeled after Norman Fairclough. The research data are dialogue texts containing cultural elements, such as greeting systems, polite expressions, family values, and social interaction patterns of Chinese/Taiwanese society. The results show that the dialogue texts in the book represent culture predominantly through the values of politeness, social hierarchy, collectivism, and social harmony. This is evident from the use of kinship greeting systems, polite expressions, and communication patterns that avoid direct conflict. In addition, it was found that power relations are also represented through differences in language use based on social status Keywords: Cultural Representation, Critical Discourse Analysis, Mandarin, Textbooks, Dialogue Texts
Resisting Racism Through Feminist and Pragmatics Theory: An Exploration of Minority Nurses' Experience in Makassar Nur Fitriani; Mauliyanda Sam Dg Ngai; Sri Maulidya Bakri; Nur Aqila Athifa; Arini Junaeny
Interference: Journal of Language, Literature, and Linguistics Vol 6, No 2 (2025): INTERFERENCE
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/interference.v6i2.85456

Abstract

Abstract. This study explores the experiences of minority nurses in Makassar City who face racism in the workplace, using feminism and pragmatics theories. The high incidence of racism negatively impacts the psychological and professional well-being of minority nurses. This study aimed to understand minority nurses' responses and strategies to racism and identify expected support from hospital management. A qualitative method with purposive sampling was used to select informants, with data collected through in-depth interviews and participant observation. The results show that minority nurses face various forms of racism, such as prejudice, stereotyping, discrimination, and segregation. Based on the analysis from a feminist perspective, most of the key informants said there was no significant difference in the division of tasks between male and female nurses. Other informants stated that there were prominent differences in the division of tasks between nurses based on gender. Positively, results showed that informants were professional and calm in the face of racism, using strategies such as sharing stories with coworkers, pursuing hobbies, and exercising to reduce pressure. Informants expected strict sanctions for perpetrators of racism and anti-racism training for the new workforce. In conclusion, institutional support and clear policies are needed to protect the rights of minority nurses and address racism in the workplace. Keywords: Nurse, Minority, Racism, Feminism,   Pragmatics
Mapping Research on Language, Media, and Violence in Indonesia: A Bibliometric and Systematic Literature Review Yusri Yusri; Jose Cristina Parina
Interference: Journal of Language, Literature, and Linguistics Vol 7, No 1 (2026): INTERFERENCE
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/interference.v7i1.86300

Abstract

Abstract. This study seeks to investigate the evolution of language, media, and violence studies in Indonesia through a bibliographic analysis and a Systematic Literature Review (SLR) of national journal articles indexed by Garuda. Employing the SLR approach, the research adheres to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Data were gathered from national journal articles addressing the intersections of language, media, and violence, and were analyzed using bibliographic and thematic methods. The findings indicate a significant increase in research regarding language, media, and violence in recent years, particularly with the rise of digital and social media. The predominant research themes identified include cyberbullying, hate speech, verbal violence, and victim blaming. Social media emerges as the primary focus of study, while the qualitative approach, particularly critical discourse analysis and pragmatics, is the most commonly utilized methodological framework. Furthermore, the research reveals that the exploration of language, media, and violence in Indonesia is progressing in a multidisciplinary manner, incorporating insights from linguistics, communication, education, and media studies. Nevertheless, there remains a relative scarcity of research on the long-term impacts of linguistic violence, the role of Artificial Intelligence (AI), and comprehensive, multidisciplinary approaches. This study provides a comprehensive overview of trends and future directions in the field of language, media, and violence studies in Indonesia, serving as a valuable reference for further exploration in the context of the digital society Keywords: Language, Media, Violence, Systematic Literature Review, Bibliographic Analysis, Garuda
Understanding Foreign Language Anxiety: A Case Study of German Learners at SMA Negeri 3 Yogyakarta Evita Aulia Nur Rohmah; Iman Santoso
Interference: Journal of Language, Literature, and Linguistics Vol 7, No 1 (2026): INTERFERENCE
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/interference.v7i1.76949

Abstract

Abstract. In the era of globalization, mastering foreign languages is crucial, especially German, is very important. However, learning German in Indonesia often faces significant challenges due to complex grammar and pronunciation, which can trigger anxiety about learning foreign languages among students. This study aims to analyze the forms and causes of learning anxiety experienced by students at SMA Negeri 3 Yogyakarta, a PASCH school partnered with the Goethe-Institut. This study uses a qualitative case study design. Data were collected through questionnaires, interviews, and observations, with validity ensured through the use of triangulation techniques. The analysis was conducted using Miles and Huberman's interactive model, which consists of data collection, reduction, presentation, and conclusion drawing. The findings show that internal and external factors contribute to learning anxiety. Internally, 45% of students reported limited vocabulary, 40% were afraid of grammatical errors, and 56% experienced difficulties with confidence and pronunciation when speaking. Externally, the dominant forms of anxiety were speaking anxiety, test anxiety, and listening anxiety, which often inhibited spontaneous communication and active participation in class. These findings highlight the forms of anxiety students experience when learning German. More broadly, this study contributes to the understanding of foreign language anxiety in the context of multilingual education and provides insights for improving foreign language teaching practices globally, particularly in non-native language learning environments. Keywords: Learning anxiety, foreign language, German language, Pasch-Schule
From Chaos to Clarity: How Graphic Organizers Shape EFL Descriptive Writing Erniwati Erniwati
Interference: Journal of Language, Literature, and Linguistics Vol 7, No 1 (2026): INTERFERENCE
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/interference.v7i1.83734

Abstract

Abstract. Writing in English as a foreign language (EFL) involves complex linguistic, cognitive, metacognitive, and affective processes that often challenge learners in organizing ideas, maintaining coherence, and managing the writing process effectively. This study aims to examine the theoretical and pedagogical contributions of the Cookie Comprehension and Composition Graphic Organizer (3CGO) in improving EFL students’ descriptive writing skills. The study employed a qualitative library research design through a literature review approach. Data were collected using document analysis from scholarly journal articles, books, conference papers, and theses published between 2014 and 2025, retrieved from academic databases including ERIC, Google Scholar, and ResearchGate. The collected literature was analyzed thematically by categorizing findings into cognitive, metacognitive, linguistic, and affective dimensions of EFL writing. The findings reveal that the 3CGO serves as an integrated visual and metacognitive framework that helps students organize ideas systematically, connect reading comprehension with writing production, develop vocabulary and coherence, and regulate their writing processes through planning, monitoring, and evaluation. The organizer also reduces writing anxiety by providing learners with a clear structural pathway for composing texts. The novelty of this study lies in its conceptualization of the 3CGO not merely as a brainstorming tool, but as a comprehension-to-composition framework that simultaneously supports language development, cognitive processing, learner autonomy, and emotional engagement in EFL writing. Grounded in constructivist and self-regulated learning theories, the study highlights the broader global implications of integrating visual and metacognitive scaffolding into EFL pedagogy to foster reflective, confident, and independent writers across diverse language-learning contexts. Keywords: 3CGO, Descriptive writing, EFL writing, Graphic organizers, Metacognitive strategies

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