INVESTIGATING YOUNG LEARNER’S ORAL FLUENCY THROUGH LANGUAGE IMMERSION PROGRAM IN HOME COUNTRY: A CASE STUDY

This study investigates language immersion programs run by first-grader's English
language student. By conceiving the concept of immersion in relation to preservice
and in-service teaching approaches that mirror natural settings, we want to explore
how first grader who participate in immersion programs improve her English
proficiency outside of the classroom. We examined how an Indonesian female
elementary school student who was studying English acquired her oral fluency
through immersion inside and outside of the classroom setting and how her English
proficiency has altered over time through a qualitative case study. The information
was gathered through observation and in-depth interviews, and it was then
thematically evaluated according to. Our investigation produced four main themes:
(1) Place-Based Geography, (2) Person-Based Classification, (3) Types-Based
immersion, and (4) Oral Production Fluency based Predictors and Assessment.
These interconnected topics show a description of the students' English skills and
confirm the progress they made during the immersion program. The results offer
teacher educators sophisticated insight into the ways in which immersion programs
are extended through extracurricular activities, the multimodal character of
literacies, and chances for social responsiveness. Each of these insights is especially
helpful for English language teachers. In conclusion, three communities namely the
school, participants’ home, and English learning center help participant to develop
her speaking fluency.