<![CDATA[This study examines the use of a communicative approach in Arabic language teaching to develop students’ listening (mahārah istimā’) and speaking (kalām) skills at the Ittihadul Bayan Islamic Boarding School. The study addresses the limited development of oral skills in traditional Arabic instruction that often emphasizes grammar and translation. A qualitative case study design was applied. Data were collected through classroom observations, in-depth interviews with teachers, document analysis, and assessment of students’ performance in listening and speaking activities. The findings indicate that the communicative approach, implemented through dialogic interaction, role play, language games, and context-based tasks, supports the development of students’ comprehension of spoken Arabic and improves their speaking fluency. The approach also fosters greater confidence and consistency in using Arabic in daily communication. However, several constraints were identified, including differences in students’ initial abilities, limited audio learning media, and inconsistent language use in the environment. These challenges were addressed through differentiated instruction, the use of simple technology, and the implementation of structured daily muḥādatsah activities. The study implies that a communicative approach can function as a contextually relevant model for integrating receptive and productive skills in pesantren-based Arabic learning. Nevertheless, this study is limited to a single institutional setting and a qualitative scope, which restricts broader generalization. Future research is recommended to apply comparative designs across different pesantren contexts and to employ quantitative or mixed-method approaches to test the effectiveness of communicative models more widely]]>
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