BATARA DIDI : English Language Journal https://celebesscholarpg.com/index.php/bataradidi <p><strong>BATARA DIDI : English Language Journal </strong>with ISSN <a href="https://portal.issn.org/resource/ISSN/2830-3202">2830-3202</a> (Online) &amp; ISSN <a href="https://portal.issn.org/resource/ISSN-L/2830-3385">2830-3385</a> (Print) is an international journal published by <strong><em>Celebes Scholar pg</em></strong>. BADI aims at providing a platform for scholars, researchers, practitioners, professors, and students to publish their literary work in English Language Study.</p> <p><strong>BATARA DIDI : English Language Journal</strong> covers all theories and practices of English Language Study including English language teaching &amp; learning, English for Specific Purpose, English language assessment, philosophy of language, literature, and linguistics. <strong>BADI </strong>publishes issues in<em><strong> February, June, and October</strong>.<br /></em></p> Celebes Scholar pg en-US BATARA DIDI : English Language Journal 2830-3385 <p>Articles of the <strong>BATARA DIDI : English Language Journal </strong><strong> </strong>are licensed under<br /><a href="https://creativecommons.org/licenses/by-sa/4.0/" target="_blank" rel="noopener">https://creativecommons.org/licenses/by/4.0.</a></p> An Investigation of Students Phonological Awareness in Speaking https://celebesscholarpg.com/index.php/bataradidi/article/view/86 <p>The study is designed to address the fundamental question of how students understand phonological awareness. Learning to read is based on phonological awareness, the purpose for the student to be able to recognize the sounds of the spoken language, which of course enables the recognition of the spoken voice. In this case, speaking, which is one of the most important English language skills, also plays an important role, and the thought processes of languages are interconnected. The research used in this context was a quantitative method. Third-semester students of Universitas Muhammadiyah Makasssar were used as subjects, but only five students became research subjects to understand phonological awareness. The medium used in this study was a text medium. All correspondents used English. Based on the results of the study, it was revealed that three out of five subjects understood the four indicators of phonological awareness and two of them understood very little or did not understand the four indicators of phonological awareness. This shows that understanding students who were the subject of the third semester of the English Language Education study program already good and the total number of research results is 77.5 or in terms of quality was good.</p> Ika Sastrawati Haslinda Haslinda Salma Salma Fadillah N Ibrahim R Copyright (c) 2023 BATARA DIDI : English Language Journal http://creativecommons.org/licenses/by-sa/4.0/ 2023-08-31 2023-08-31 2 2 59 68 10.56209/badi.v2i2.86 Insights into Cultural, Social, and Psychological Factors that Influence Foreign Language Learning https://celebesscholarpg.com/index.php/bataradidi/article/view/94 <p>The significance of socio-cultural and psychological aspects in acquiring foreign languages is receiving more attention. Foreign language education has become a significant component of the global academic system, wherein people acquire languages order than their first language in the classroom. Different factors have been analyzed to impact learning a second language in the classroom significantly. This article explores various social, cultural, and psychological factors influencing students’ performance in a foreign language. The focus is to evaluate the impacts of these factors and assess how the participants rate the effects. The study is quantitative, and data was gathered through a structured questionnaire ranked using the Likert Scale. A total of 200 participants were randomly selected for the study, including twenty teachers that facilitated the participation of the students, mainly during the distribution of the questionnaire through digital systems. Analysis was conducted using appropriate statistical tools, such as percentage values, mean and standard deviation. A total of nine social, cultural, and psychological factors were analyzed, including interaction patterns in the classroom, rapport with teachers, lack of motivation, the attitude of learners, general cultural concerns, initiation issues, self-consciousness, fear of making mistakes, and classroom anxiety. These factors exert impact at varying degrees on the learning of English as a foreign language in the classroom. The analysis indicates that psychological factors exert more influence on the students, followed by social factors.</p> Almosa Abdulrahman Copyright (c) 2023 BATARA DIDI : English Language Journal http://creativecommons.org/licenses/by-sa/4.0/ 2023-09-02 2023-09-02 2 2 69 80 10.56209/badi.v2i2.94 Language Attitudes and Multilingualism: Perceptions of Native and Non-Native Accents in Multilingual Communities https://celebesscholarpg.com/index.php/bataradidi/article/view/102 <p>This research explores into the complex interplay between demographics, language preferences, and how an audience interprets an accent in multilingual communities. Our study employed a quantitative methodology to examine how receptive individuals of three age groups were to linguistic variety. The purpose of the research was to learn more about the linguistic diversity present in these active groups. Our findings add significantly to the body of knowledge on this subject. The study's results highlight the importance of age in influencing linguistic attitudes in bilingual and multilingual contexts. It is important to note that younger generations have generally more positive attitudes regarding dominant or prominent languages associated to modern trends and global communication. On the other hand, older people tend to have a deep love for their native tongue and regional identity. The aforementioned generational differences underscore the dynamic nature of linguistic attitudes and emphasize the role of age-related sociolinguistic factors in shaping individuals' linguistic preferences and connections. Curiously, in multilingual societies, age does not have a major role in how an accent is perceived. This research provides new insight into how people of varying ages respond to and interact with speakers with a variety of accents. Exposure to a variety of languages, individual views about language, and the effects of being multilingual all contribute to the development of adaptability. Potential implications for promoting linguistic diversity, easing cross-cultural communication, and creating welcoming environments that encourage contact among people of different language backgrounds are shown by this study's findings.</p> Mona A. Alshihry Copyright (c) 2023 BATARA DIDI : English Language Journal http://creativecommons.org/licenses/by-sa/4.0/ 2023-11-06 2023-11-06 2 2 81 92 10.56209/badi.v2i2.102