<![CDATA[Speaking is a fundamental competency in Indonesian for Foreign Speakers (BIPA) instruction because it reflects learners' ability to communicate effectively in authentic contexts. The growing number of studies on BIPA speaking instruction published between 2020 and 2025 has generated diverse findings, highlighting the need for a comprehensive evidence synthesis. This study aims to identify the characteristics, trends, and effectiveness of instructional strategies for developing speaking skills in BIPA through a Systematic Literature Review (SLR). The review followed the PRISMA 2020 guidelines, including identification, screening, eligibility assessment, and study inclusion. Literature was retrieved from Google Scholar, Garuda, Dimensions, DOAJ, and Crossref, covering publications from 2020 to 2025. Of the 126 records identified, 10 studies met the inclusion criteria and were analyzed using content analysis and thematic synthesis. The findings reveal a clear shift toward communicative, contextual, and learner-centered instruction. The most prominent strategies include authentic communication through role-play and simulations, Task-Based Language Teaching (TBLT), digital technology integration, culture- and community-based learning, and oral repetition practice. Their effectiveness is influenced by learner characteristics, language proficiency, authentic interaction, cultural integration, technology use, and teachers' pedagogical competence. This review provides an evidence-based conceptual synthesis that reinforces Communicative Language Teaching, Second Language Acquisition, and Task-Based Language Teaching as theoretical foundations for improving BIPA speaking instruction and offers practical guidance for teachers, curriculum developers, and future researchers.]]>
