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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 114 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

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