<![CDATA[Arabic language instruction is often fragmented across skills and language components, widening the gap between mastery of grammatical rules and productive language use. Integration is proposed as a bridge, yet a puzzle remains: within a single institution, one and the same language environment does not yield equal development in speaking and writing. Because integration tends to be treated as an undifferentiated category, this uneven outcome has been documented but not explained. This study addresses that gap by mapping the integration patterns operating within a single institution and analysing their differential contribution to speaking (kalām) and writing (kitābah) at the Dar al-Ukhuwwah Putri 2 pesantren (Islamic boarding school) in Malang. The study employed a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation, and were analysed using the Miles and Huberman model, with credibility ensured through source and technique triangulation. The study identifies five integration patterns organised into two mutually reinforcing dimensions: a pedagogical dimension (inter-skill integration; language-component–skill integration; Arabic–Islamic-content integration) and an environmental dimension (formal–nonformal integration; language-environment integration). The patterns contribute unequally: speaking is shaped mainly through oral production and habituation within the language environment, whereas writing is shaped mainly through a graded progression from controlled to free composition and through written corrective feedback. This study not only examines integration within classroom-based instruction but also extends it to non-formal activities in the dormitory and the language environment, which operate through a single sequence: input → comprehension → language use → habituation. The findings recommend selectively strengthening the patterns according to the targeted skill.]]>
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