<![CDATA[Learning Arabic Speaking Skills (Maharah Kalam) in Indonesia is still dominated by a structuralist approach that emphasizes grammar and memorization, thereby limiting students’ opportunities for natural and reflective expression. This study aims to analyze the integration of post-positivist paradigm, humanistic approach, and reflective strategies in teaching maharah kalam, in order to offer a more meaningful and contextual instructional design. The methodology used is library research by examining primary and secondary sources related to post-positivism, humanism, reflection, and the theory of speaking skills instruction. The study's findings show that the post-positivist paradigm views knowledge as a dynamic social construct open to interpretation, while the humanistic approach positions students as unique centers of the learning process, and reflective strategies encourage continuous self-evaluation and development. The integration of these three paradigms forms a transformative learning model that not only enhances speaking skills but also builds character, empathy, and students’ social awareness. The contribution of this research lies in developing a conceptual framework for Arabic language learning that is more adaptive, holistic, and relevant to the challenges of modern education]]>
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