<![CDATA[Arabic conversation instruction in madrasah ibtidaiyah (Islamic elementary schools) is often hindered by limited vocabulary, a lack of confidence in speaking, and weak Arabic reading skills. This article discusses strategies employed by teachers to enhance students' conversational abilities through communicative learning activities tailored to classroom conditions. The activities involved instructional support that began with problem identification, followed by strategy formulation and implementation, and concluded with an evaluation based on student responses and engagement. Data were gathered through observations, interviews with the school principal, Arabic teachers, and students, as well as an analysis of instructional documentation. The results indicate that students' speaking skills develop more effectively when practice is conducted in a gradual, staged manner. Teachers began with read-aloud sessions and the reinforcement of basic reading skills, subsequently using songs and stories to help students recognize vocabulary within context. Interactive dialogues were introduced only after students had been exposed to sufficient examples and practice. Throughout the process, teacher motivation and encouragement helped initially hesitant students gain the confidence to use Arabic. Implementation still faced challenges, including disparities in student ability, limited vocabulary, inadequate teaching aids, and low Arabic literacy levels among some students. These findings demonstrate that strengthening Arabic conversational skills at the elementary level requires a process that integrates reading proficiency, pronunciation, vocabulary mastery, and opportunities for language use in actual interactions.]]>
