<![CDATA[Arabic instruction in Indonesian Islamic boarding schools often combines religious, academic, and communicative purposes, yet students may receive limited opportunities for systematic oral practice. This study developed and field-tested a structured set of language games connecting listening input with spoken output. An adapted research-and-development procedure comprised needs analysis, instructional design, expert validation, revision, and a one-group pretest-posttest field trial. Twenty first-year secondary students at Al-Muyassar Institute, Bogor, were selected purposively from a population of 150 students. The instructional product was a Shopping unit containing 20 non-digital games implemented in eight 45-minute lessons. Data were collected through observation, interview, expert-validation forms, and an integrated listening-speaking test. Reliability was high (Cronbach's alpha = .921 for listening, .966 for speaking, and .973 overall). Mean listening scores increased from 16.85 to 21.10, and speaking scores from 17.85 to 21.70; paired tests were significant at p < .001, with eta-squared values of .96 and .99. The novelty lies in organizing low-technology games as an integrated input-interaction-output sequence rather than isolated recreation. The model offers a practical bridge between textbook content and oral communication in boarding-school Arabic education, while its one-group design limits causal generalization.]]>
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