Student’s Perception of Verbal Code Mixing on Their Cognitive Comprehension

This study aims to investigate students' perspectives on verbal code-mixing and its impact on their cognitive understanding in the English as a Foreign Language (EFL) course at the English Language Education Study Program at UIN Ar-Raniry Banda Aceh. The method used in this study is qualitative with a phenomenological approach. A total of seven students from the seventh semester were selected using a purposive sampling technique based on their experiences related to the use of verbal code-mixing in EFL learning. Data were obtained through semi-structured interviews and analyzed using the thematic analysis method developed by Braun and Clarke (2006). The findings of this study identified four main themes: (1) students' positive views on verbal code-mixing, (2) the impact of verbal code-mixing on cognitive understanding, (3) obstacles in implementing verbal code-mixing, and (4) students' input for its more effective implementation. Overall, participants had a positive view on verbal code-mixing because this practice helps them understand complex ideas, improves focus and conceptual understanding, strengthens memory, reduces cognitive load, and increases self-confidence during the learning process in class. However, they also noted that excessive use of code-mixing can reduce exposure to English, disrupt the teaching process, and create a dependency on the mother tongue. Therefore, participants suggested that English remain the primary language, while Indonesian can be strategically utilized to explain difficult concepts and important explanations. This study concluded that verbal code-mixing can be an effective teaching strategy in supporting students' cognitive understanding when applied appropriately and in a balanced manner in EFL classrooms.