<![CDATA[Arabic speaking instruction in pesantren is often constrained by a grammar-centered paradigm that limits learners’ communicative competence despite Arabic’s functional role in daily religious and educational practices. Purpose: This study aims to construct a communicative language teaching design for Arabic speaking skills based on pesantren needs, drawing on Finochairo and Brumfit’s communicative framework. Methods: A qualitative research design employing a systematic literature review was conducted. Data were collected through staged identification, screening, and critical analysis of scholarly sources, including books and peer-reviewed articles, and analyzed using descriptive-interpretive techniques. Findings: The study identifies six pedagogical procedures for communicative Arabic instruction: presentation of short dialogues, oral drills, question–answer practice, contextual Arabic expression discussion, rule awareness, and performance-based evaluation. These procedures collectively emphasize meaning-oriented interaction, fluency development, and contextualized language use within pesantren environments. Implications: The proposed model offers a structured communicative framework for Arabic speaking instruction in pesantren, though its applicability remains conceptual and requires empirical validation across diverse institutional settings. Originality: This study synthesizes Finochairo and Brumfit’s communicative theory into a pesantren-specific instructional design, contributing a context-sensitive model for Arabic speaking pedagogy.]]>
