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p-Index From 2021 - 2026
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All Journal J-Lalite: Journal of English Studies Englisia
Ida Aisyah Febiana
Universitas Muhammadiyah Ponorogo
Arts Languange, Linguistic, Communication & Media

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A Sociolinguistic Study of Code-Switching and Code-Mixing in Podcast mengANALISA: Identity Construction and Professional Positioning Ida Aisyah Febiana; Diyah Atiek Mustikawati; Elok Putri Nimasari
J-Lalite: Journal of English Studies Vol 7 No 1 (2026): June 2026
Publisher : Program Studi Sastra Inggris Universitas Jenderal Soedirman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.jes.2026.7.1.17078

Abstract

Nowadays, podcasts have emerged as popular digital communication platforms, particularly among younger audiences in Indonesia. The increasing use of bilingual expressions in podcasts reflects the growing interaction between local and global linguistic practices in digital media. This study investigated the forms, functions, and sociolinguistic meanings of code-switching and code-mixing in the Indonesian podcast MengANALISA hosted by Analisa Widyaningrum. Using a descriptive qualitative approach, the study applied the frameworks proposed by Shana Poplack and Pieter Muysken to classify bilingual utterances. The data were collected from the episode entitled “COACH or MENTOR: Which is More Important?” through documentation and verbatim transcription. The findings revealed 140 instances of code-mixing and 90 instances of code-switching, with insertion and intra-sentential switching emerging as the dominant forms. The bilingual expressions identified in the podcast served referential, expressive, directive, and phatic functions, particularly in discussions related to leadership, coaching, and self-development. Furthermore, the use of English within Indonesian discourse reflects broader sociolinguistic processes associated with professionalism, digital identity, and audience engagement. The findings contribute to contemporary sociolinguistic discussions by demonstrating that code-switching and code-mixing in digital podcast discourse function not only as linguistic structures but also as socially meaningful practices shaped by identity performance and communicative context.
From sociocultural differences to professional learning: A narrative inquiry into student teachers’ boundary-crossing experiences in Malaysia Ida Aisyah Febiana; Elok Putri Nimasari; Diyah Atiek Mustikawati
Englisia: Journal of Language, Education, and Humanities Vol. 14 No. 1 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.466

Abstract

International teaching programs offer student teachers the chance to experience unfamiliar educational environments and to develop professionally. However, there is limited research on how student teachers interpret and learn from the socio-cultural differences of international community-based teaching settings. The study, informed by Boundary Crossing Theory, examined five Indonesian student teachers’ experiences and learning from sociocultural differences in an international community service program in Malaysia. Data were gathered predominantly through semi-structured interviews, supplemented by written reflections from some participants, researcher field notes, and photographs illustrating program activities, within a qualitative narrative inquiry design. Data were analyzed using reflexive thematic analysis . The results indicate four interconnected learning mechanisms: recognition of socio-cultural differences, coordination of teaching practices, reflection on teaching experiences, and reported changes in professional understanding. The results indicate that sociocultural differences can be converted into resources for professional learning when student teachers actively negotiate unfamiliar practices and reflect on their experiences. The study adds to the application of Boundary Crossing Theory in an international community-service context and offers practical implications for the design of teacher education programs with contextual preparation, collaborative teaching opportunities, and structured reflection.
Co-Authors Diyah Atiek Mustikawati ELOK PUTRI NIMASARI