<![CDATA[This study looks at how the reading skills teaching method (Maharah Qiro’ah) is used with a communicative approach at MTs Raudhatul Huffadz in Bali and MTs Al-Ma’arif 2 in Singosari Malang. The premise of this study is that students’ ability to read Arabic can vary a lot. This difference is often due to the teaching methods used, the learning environment, and how they interact with each other in class. The aim of this research is to examine and compare the implementation of communicative reading teaching in both of these institutions. This includes looking at the factors that help and the obstacles that were encountered during the learning process. This study uses a comparative qualitative approach by gathering data through observations, interviews, and documentation. The participants include Arabic language teachers and students from both schools. The collected reducing, presenting, and deriving conclusions are the steps involved in data analysis. Research findings indicate that both institutions use a communicative approach in teaching reading skills through interactive activities, group discussions, question-and-answer sessions, and contextual reading exercises. However, differences were found in classroom management, media use, and teaching strategies. Supporting factors include good learning facilities, skilled teachers, and motivated students. On the other hand, the obstacles include having a limited vocabulary, the different abilities of students, and having only a little time to study. Overall, the communicative approach has a positive effect on improving reading comprehension and student participation in class when learning Arabic.]]>
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