1 NEGOTIATION OF MEANINGS ABILITY DEMONSTRATED BY KINDERGARTEN STUDENTS AT MONDIAL SCHOOLS Durratus Sa’diyah *, Helena I. R. Agustien**, Intan Permata Hapsari** Undergraduate Program Faculty of Languages and Arts Semarang State University e-mail: astervanilla@gmail.com Abstract This study is focused on the communicative competence among young learners in an immersion context. It investigates the young learners’ ability to negotiate meanings in immersion context which enables them to create conversations or to create spoken text. Negotiation of meanings in this study refers to the learner’s acts of responding to the interlocutor’s move to keep the conversation going regardless the length of the exchange. To that extent, this study is intended to find out types of negotiation of meanings are demonstrated and preferred by the young learners. This case study was conducted at Mondial Schools. The participants of the study were twelve young learners and two teachers. However, it mainly focused on the young learners’ production. Audio and video recording and field notes were used to collect data. The analyses of the data were done using Eggins and Slade’s theory of analyzing negotiation in casual conversation. The results show that young learners use both interpersonal and logico-semantic negotiation. However, young learners prefer to use the interpersonal negotiation. It is about 52,1 % or higher 5 % than logico- semantic negotiation. In addition, young learners have acquired some basic sentence forms which are declaratives, interrogatives, imperatives and also minor clauses in immersion context. Keywords: casual conversation, immersion program, negotiation of meanings, young learners/children. INTRODUCTION In view of the fact that English considered as foreign language in Indonesia where English is taught as a school subject, developing spoken language in this context is almost impossible. This non-English environment does not encourage young learners to explore their English language use since they are learning English to accomplish the school requirements, not to carry out real communication. In other words, young learners do not have enough exposure to language use realizing that they only have limited of time to learn English at