<![CDATA[This study examines the implementation of muhadatsah activities as a strategy for developing Arabic speaking skills at MA NU Banat Kudus and identifies the factors supporting and hindering their implementation. The study addresses the limited research on muhadatsah as an institutional program integrated with bi’ah lughawiyyah, as previous studies have predominantly emphasized learning outcomes rather than program implementation. A descriptive qualitative approach was employed, with data collected through observation, semi-structured interviews, and documentation involving 14 informants: one Language Center head, one madrasah principal, two muhadatsah teachers, and ten tenth-grade students. Data were analyzed using the Miles, Huberman, and Saldaña interactive model. The findings reveal that muhadatsah activities were systematically implemented through structured learning stages, communicative strategies, continuous assessment, and the establishment of a supportive bi’ah lughawiyyah. Program implementation was supported by institutional commitment, appropriate learning materials, and student enthusiasm. However, several challenges remained, including scheduling constraints, differences between boarding and non-boarding students, and students’ varying initial mastery of mufradat. The study contributes a comprehensive implementation model that integrates instructional strategies, bi’ah lughawiyyah, and evaluation within a unified system for developing Arabic speaking skills. The findings offer theoretical contributions to Arabic speaking instruction and practical guidance for madrasahs and Islamic educational institutions seeking to establish effective and sustainable muhadatsah programs.]]>
