<![CDATA[Developing communicative competence remains a major challenge in Arabic language instruction, particularly in Islamic boarding schools where Arabic isused as a medium of daily communication. Although the Direct Method (Thoriqoh Mubasyiroh) is widely practiced, its integration with systematic habituation has received limited scholarly attention. This study analyzes the design of Arabic language instruction through the integration of the Thoriqoh Mubasyiroh method and habituation to develop speaking skills at Darussalam Gontor Islamic Boarding School Campus 3 Kediri. Using a qualitative case study approach, data were collected through observation, interviews, and documentation, then analyzed using descriptive-analytical techniques. The findings reveal that the instructional design combines exclusive Arabic use without translation (tahrīmual-tarjamah), intensive language programs such as ilqā’ al-mufradāt, Daily Conversation, and muhadharah, and systematic daily, weekly, and monthly habituation with in a bi’ah lughawiyyah. This integrated design effectively streng thens students’ speaking competence through continuous language practice and environmental support. The study concludes that combining the Direct Method with structured habituation provides a sustainable model for developing communicative competence. It contributes to Arabic language education by proposing an integrated instructional design that can serve as a reference for similar educational institutions.]]>
