<![CDATA[Speaking proficiency (mahārah kalām) is an essential component of Arabic language learning, as it relates to students' ability to use the language for communication. However, Arabic language instruction in madrasahs continues to face several challenges, including students' limited confidence in speaking, restricted vocabulary mastery, and insufficient opportunities for direct communicative practice. This study aims to analyze the implementation of the question-and-answer method in mahārah kalām learning, identify students' responses, and examine the strengths and limitations of this method among seventh-grade students at MTs Negeri 2 Rembang. This research employed a qualitative approach using a field research design. Data were collected through observation, interviews, and documentation, and were analyzed through the stages of data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation techniques. The findings reveal that the question-and-answer method was implemented through three stages of learning activities, namely the introductory stage, core learning activities, and closing activities, involving active interaction between teachers and students through the use of simple Arabic expressions. Students demonstrated positive responses toward this method, as it enhanced their participation, speaking confidence, and opportunities for oral practice. Nevertheless, several challenges remained, including limited self-confidence, inadequate vocabulary acquisition, differences in students' language abilities, and the need for extended instructional time. This study indicates that the question-and-answer method can serve as an alternative communicative learning strategy to support the development of mahārah kalām in Arabic language education.]]>
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