<![CDATA[This study analyzes the role and integration of five language programs in developing an Arabic-speaking environment for female students at Nurul Bayan Islamic Boarding School and identifies the main implementation constraints. A descriptive qualitative approach was employed from March to July 2024. Data were collected through observation of language activities, semi-structured interviews with female students, teachers, and boarding-school administrators, and document analysis. Data were analyzed through reduction, display, and conclusion drawing, while credibility was strengthened through source and technique triangulation and informant checking. The findings show that Mufrodat Sobahiyyah, Muhadoroh, Islahul Akhto’, Muhadatsah, and Mahkamah Lughowiyyah perform complementary functions: providing lexical input, expanding opportunities for oral production, giving language correction, habituating authentic conversation, and maintaining language-use discipline. Their integration forms a language-practice ecosystem that connects formal instruction with everyday communication in the pesantren. Major constraints include inconsistent use of the designated language, shyness and low self-confidence, a gap between grammatical knowledge and actual use, a dense activity schedule, and inconsistent supervision. The study concludes that the main contribution of the language programs lies in their functional integration and continuity of practice; therefore, stronger motivation, educative supervision, and regular program evaluation are required to improve the quality and sustainability of the Arabic-speaking environment. Abstrak Penelitian ini bertujuan menganalisis peran dan keterpaduan lima program bahasa dalam membentuk lingkungan berbahasa Arab bagi santriwati Pondok Pesantren Nurul Bayan, sekaligus mengidentifikasi kendala implementasinya. Penelitian menggunakan pendekatan deskriptif kualitatif yang dilaksanakan pada Maret–Juli 2024. Data diperoleh melalui observasi kegiatan bahasa, wawancara semi-terstruktur dengan santriwati, ustadz/ustadzah, dan pengurus pesantren, serta dokumentasi. Data dianalisis melalui reduksi, penyajian, dan penarikan kesimpulan; keabsahan diperkuat dengan triangulasi sumber dan teknik serta pengecekan kembali kepada informan. Hasil penelitian menunjukkan bahwa Mufrodat Sobahiyyah, Muhadoroh, Islahul Akhto’, Muhadatsah, dan Mahkamah Lughowiyyah menjalankan fungsi yang saling melengkapi: menyediakan input kosakata, memperluas kesempatan produksi lisan, memberi koreksi bahasa, membiasakan percakapan autentik, dan menjaga disiplin penggunaan bahasa. Keterpaduan tersebut membentuk ekosistem latihan bahasa yang menghubungkan pembelajaran formal dengan penggunaan bahasa dalam kehidupan pesantren. Kendala utama meliputi rendahnya konsistensi penggunaan bahasa resmi, rasa malu dan kurang percaya diri, kesenjangan antara pengetahuan kaidah dan praktik, padatnya kegiatan, serta pengawasan yang belum selalu konsisten. Penelitian menyimpulkan bahwa kontribusi program bahasa terutama terletak pada integrasi fungsi dan kesinambungan praktik, sehingga penguatan motivasi, supervisi edukatif, dan evaluasi program diperlukan untuk meningkatkan kualitas lingkungan bahasa. Kata kunci: lingkungan bahasa Arab; pesantren; maharah kalam; program bahasa; santriwati]]>
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