This study investigates the phenomenon of code mixing in English as a Foreign Language (EFL) classrooms at Universitas Muhammadiyah Jember. It focuses on identifying the types of code mixing used by students, the contexts in which they use it, and the reasons behind its usage. Adopting a qualitative descriptive approach, data were collected through classroom observations and semi-structured interviews with students participating in speaking practice.
The results indicate that students frequently employ code mixing during presentations and informal conversations to facilitate communication and reduce anxiety. The analysis identified four primary types of code mixing: word insertion, phrase insertion, hybrid forms, and clause mixing. These strategies help students express themselves more clearly, especially when encountering vocabulary limitations.
The study concludes that code mixing plays a supportive role in EFL learning by enhancing students’ confidence and improving understanding between peers and instructors. These findings directly address the research questions and emphasize the pedagogical value of code mixing in developing students’ speaking skills.