2. Intersentential mixing:
  - Example: Materinya sangat sulit. But I will try my best to understand it.
  - Example: I don't understand this concept. Bisa tolong jelaskan lagi?
More recent research suggests that code mixing may actually help the language acquisition process by allowing learners to express themselves more meaningfully when vocabulary is limited (Sert, 2005). On the other hand, Gardner-Chloros, 2009 asserts that too much reliance on such a strategy may hinder general English language competence in aspects such as grammar and vocabulary development.
Code Mixing and Language Learning
Learning Code-mixing would help in facilitating language acquisition. It would help a learner in finding a means of expression when one's target language vocabulary or grammatical structures are lacking. This enables learners to overcome communication barriers and build confidence in situations where they haven't yet mastered English. Sert (2005) notes that code mixing can function as an avoidance strategy for learners while managing linguistic gaps and maintaining communication flow.
However, depending too much on code mixing will prevent the fully acquisition of English. As noted by Gardner-Chloros (2009), code-switchers often have lower grammar and vocabulary intake of English, which negatively affects their speed of language fluency. This could become a problem in more formal situations that require the use of pure English.
Code Mixing and Speaking Skills
Speaking skill is an important part of language learning, and English fluency is one of the most difficult parts for EFL students. Code mixing influences students' confidence and accuracy in speaking both positively and negatively.
Code mixing would give students confidence in speaking in English; whenever the vocabulary item was not known, they would fill the gap with Indonesian terms. This flexibility reduces anxiety, one of the most widespread obstacles to fluency in a foreign language. According to MacIntyre and Gardner, 1994, code mixing reduces anxiety, probably contributing to "more willingness to engage in conversations and discussions in the classroom and thus gradual improvement in language proficiency ".
However, reliance on code mixing may limit learners' chances to practice speaking in pure English only. According to Brown (2006), learners who frequently make use of more than one variety will find it hard to achieve absolute language competence. This can be reflected later on in grammatical accuracy and fluency if those students engage themselves in a formal engagement, such as presenting something or undertaking an exam, wherein code mixing will become a hindrance instead of a help.
