TEACHER CODE-MIXING AS AN EFL PEDAGOGICAL STRATEGY: STUDENTS’ PERCEPTIONS AND LEARNING EXPERIENCES

Abstract

Code mixing is commonly used in multilingual English as a Foreign Language (EFL) classrooms to facilitate communication and support students’ understanding of learning materials. However, students’ perceptions toward the use of code mixing in English teaching remain underexplored, particularly in Islamic senior high school contexts. Therefore, this study aimed to investigate students’ perceptions of the use of code mixing in English teaching and explore its impacts on students’ learning experiences at Islamic Senior High School Al Mubarok. This study employed a descriptive qualitative design. The participants consisted of 32 tenth-grade students, with six students selected for semi-structured interviews. Data were collected through a printed questionnaire and semi-structured interviews and analyzed using the interactive model of data analysis, including data reduction, data display, and conclusion drawing. The findings revealed that students perceived code mixing positively because it helped them understand learning materials, classroom instructions, listening activities, and unfamiliar vocabulary more easily. In the affective aspect, students reported feeling more comfortable, relaxed, and less anxious during English learning activities. In the conative aspect, code mixing increased students’ confidence, motivation, and willingness to participate in classroom interactions. Furthermore, the findings indicated that code mixing facilitated comprehension, enriched vocabulary knowledge, reduced learning anxiety, and encouraged active participation in learning activities. These findings imply that English teachers in multilingual EFL classrooms may strategically use code mixing to support students’ comprehension, foster classroom engagement, and create a more supportive learning environment, particularly for learners with limited English proficiency.