Ajeng Anditya Putri Nugroho, Izzati Gemi Seinsiani

The analysis of code switching and code mixing in the ‘Historytelling’ YouTube segment by Nessie Judge

Introduction

The analysis of code switching and code mixing in the ‘historytelling’ youtube segment by nessie judge. Analyze code-switching & mixing in Nessie Judge's 'Historytelling' YouTube. Discover types, functions, and factors enhancing digital pedagogy and Gen Z engagement with bilingual content.

Abstract

In recent years, the growth of digital platforms has significantly affected the linguistic practices of the youth, especially in multilingual societies. An important linguistic phenomenon that has emerged in this context is the frequent use of code-switching and code-mixing, especially by online content creators. While many studies have examined these phenomena in everyday conversation and educational contexts, limited focus has been given to their application in educational and entertainment content on YouTube. This study aims to fill the gap by analyzing the types, functions, and factors influencing code-switching and code-mixing in ten selected episodes of the ‘Historytelling’ segment by Nessie Judge, a well-known Indonesian YouTuber. A descriptive qualitative method was employed, using Poplack's (1980) and Muysken's (2000) typologies to classify linguistic features, while communicative functions and motivational factors were interpreted using Marasigan's (1983) and Hoffman's (1991) frameworks. The results showed that inter-sentential switching and insertion mixing are the most frequently used types, which serve certain communicative purposes such as message qualification, addressee specification, and facility of expression. The analysis also showed that the most important influencing factor was talking about particular topic, especially when English terms are preferred due to historical accuracy. Nessie's language choices appear consciously and audience-oriented, reflecting digital youth culture and the pedagogical potential of bilingual content. This research concludes that Nessie Judge's strategic bilingualism increases the accessibility, engagement, and educational value of content. The implications suggest that code-switching and code-mixing, when used purposefully, can be powerful tools in digital pedagogy and sociolinguistic engagement, especially for Gen Z audiences that navigate multilingual realities in online spaces.

Review

This study presents a timely and relevant investigation into the phenomena of code-switching and code-mixing within the increasingly influential domain of digital content creation. By focusing on Nessie Judge's 'Historytelling' YouTube segment, the research adeptly addresses a noted gap in the literature concerning these linguistic practices in educational and entertainment contexts on platforms like YouTube. The chosen subject, a prominent Indonesian YouTuber, offers a rich and authentic dataset for exploring how youth engage with multilingual realities online. The abstract clearly outlines a robust descriptive qualitative methodology, employing established typologies and frameworks from Poplack, Muysken, Marasigan, and Hoffman, which instills confidence in the analytical rigor applied to the linguistic features, communicative functions, and motivational factors under examination. The findings significantly contribute to our understanding of strategic bilingualism in digital spaces. The identification of inter-sentential switching and insertion mixing as predominant types, serving purposes such as message qualification and addressee specification, provides concrete examples of how content creators leverage multiple languages. Particularly insightful is the finding that topical discourse, especially the preference for English terms due to historical accuracy, acts as a major influencing factor. This points towards a sophisticated and conscious language choice, rather than arbitrary usage. The research effectively highlights that Nessie Judge's language practices are audience-oriented and reflect contemporary digital youth culture, thereby demonstrating the pedagogical potential inherent in such bilingual content for enhancing accessibility, engagement, and educational value for Gen Z audiences. Overall, this research makes a valuable contribution to both sociolinguistics and digital pedagogy by demonstrating how code-switching and code-mixing, when employed strategically, can be powerful tools for communication and learning in multilingual online environments. It effectively bridges theoretical frameworks with real-world application, offering practical insights into the linguistic strategies employed by successful online educators. The implications are particularly pertinent for content creators, educators, and researchers interested in the dynamics of multilingual communication among digital natives. This study not only illuminates the complex linguistic landscape navigated by Gen Z but also underscores the potential for purposeful bilingualism to enrich digital content and foster engagement in an increasingly globalized and interconnected world.

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