<![CDATA[This study analyzes the strategic role of teachers as facilitators in overcoming barriers to learning Arabic speaking skills at MA Assalam Tuban, an Islamic boarding school adopting the Gontor model. A qualitative case study design is used with data collected through in-depth interviews, participant observation, and documentation, followed by thematic analysis using data reduction, data display, and conclusion drawing. The findings show that teachers act as designers of a communicative and immersive environment by applying the direct/ummah method and organizing structured speaking activities such as muhadasah, khitobah, drama, and intensive language programs. Linguistic and non-linguistic barriers are addressed through religiously grounded motivation, a comprehensive oral (syafahi) assessment system, and a pesantren culture that normalizes mistakes, enabling first-year students to reach functional fluency within about six months.]]>
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