<![CDATA[Background: Arabic balāghah instruction often emphasises theoretical mastery, leaving a gap in understanding how Insyā’ Ṭalabī can be operationalised as a communicative resource for developing students’ speaking skills in pesantren-based education. Purpose: This study aimed to describe the implementation of Insyā’ Ṭalabī instruction and analyse its role in supporting the Arabic speaking skills of tenth-grade female students at SMAS IMMIM Putri Pangkajene. Method: This study employed a descriptive qualitative design with an interpretive orientation. Participants were purposively selected and included one Arabic teacher and fifteen tenth-grade female students with direct experience with Insyā’ Ṭalabī instruction. Data were collected through in-depth, open-ended interviews supported by interview notes and audio recordings. The data were transcribed verbatim and analysed thematically through familiarisation, initial coding, theme development, theme review, interpretation, and source triangulation. Results and Discussion: The findings showed that Insyā’ Ṭalabī was taught contextually by integrating amr, nahy, istifhām, tamannī, and nidā’ into classroom and dormitory-related communicative situations. Instruction progressed from modelling and imitation to pattern modification, pair interaction, situational practice, and independent dialogue production, reflecting the value of contextual and communicative Arabic learning. Students reported greater confidence, responsiveness, and independence in initiating and maintaining simple Arabic interactions, although vocabulary limitations, morphological difficulties, pronunciation issues, and reliance on prepared texts remained evident. These findings fill the research gap by connecting balāghah-pragmatic knowledge with actual speaking practices in a female pesantren context, where contextual language use is particularly important for communicative development. Conclusions and Implications: Insyā’ Ṭalabī can function as a pragmalinguistic framework for contextual Arabic speaking instruction when supported by gradual practice, authentic interaction, vocabulary scaffolding, and constructive feedback. Future studies should incorporate classroom observations, actual speech analysis, multi-site designs, and mixed or quasi-experimental approaches to examine speaking development more comprehensively.]]>
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