The  main  objective  of  this  research  is  to  describe:  (1)  students'  English speaking  skill  in  English  immersion  class  at  MA  “Darul Istiqomah” Bondowoso; (2)  strengths  and   weaknesses  that  students  have  in  speaking  skill  in  English immersion   class   at   MA   “Darul  Istiqomah”  Bondowoso;  (3)  factors  affecting students' speaking skill in English immersion class at MA “Darul Istiqomah” Bondowoso.
The research was designed as a case study, conducted at Madrasah Aliyah
(MA) Darul Istiqomah Bondowoso, East Java in Academic Year 2017-2018. The research  used  purposive  sampling.  Data  were  collecated  by  interview, questionnairre, observation, and document analysis The informants were English teachers,  school founder,  grade  2  students,  and  chiefs  of student organization at MA   Darul  Istiqomah.   Documents   were   teachers’   scoring   sheet.   Data   were analyzed  by using  Interactive  Model.
It was found  that: (1) based  on examiners’ evaluation,  on the scale of 1-5 (1=very  bad,  2=bad,  3=fair,  4=good,  5=very  good)  students’  English  speaking skills  were  at  levels  of very  good  (2.22%),  good  (6.67%),  fair  (37.78%),  bad (44.44%),  and  very bad  (8.89%); (2) students’ strengths in English speaking ski ls were  related  to  vocabulary with average score  of 2.7,  and  the weaknesses dealt with fluency with average score  of 2.25.; (3) factors that were assumed to affect students’   English   speaking   ski ls   were   environment,   local  accent,   vocabulary mastery,  English  use,  preference,  and  habits.  It  is  recommended  that  all parties involved   in   the   English   immersion   program   i.e.   founder,   English   teachers, students,  evaluate  the  running  of the program and  the content of the program to provide  learning  outputs  through  English  immersion.  The  students  are  suggested to  revitalize  commitment  to  using  English,  especially  in  English  Week  program, and  building up  common awareness in improving the quality of the program. It is recommended   for  the  school  founder  to  improve  English  teachers’  quality  by involving  them  in  trainings  and  provide  adequate  learning  resources,  especially for  English.  Finally,  the  other  researchers  are  recommended  to  conduct  other similar   research   at   non-English   immersion   school  to   ensure   the  comparative results gained from both types of school