<![CDATA[This study aims to examine the challenges of Arabic language learning in Islamic boarding schools (pesantren) and identify pedagogical factors that limit students’ communicative competence. The study employed a qualitative research design using a library research approach, complemented by interviews with Arabic teachers and students at school. Data were analyzed by comparing and interpreting relevant literature and field information, with triangulation and member checking used to strengthen data credibility. The findings reveal three interconnected problems: the dominance of theoretical instruction through qawa’id (nahwu and sharaf) and memorization; limited integration of Arabic learning with students’ real-life, social, and cultural contexts; and inadequate teacher competence and methodological innovation. These conditions create a gap between linguistic knowledge and students’ ability to use Arabic communicatively. The study concludes that effective Arabic learning requires balanced integration of linguistic, communicative, contextual, and technological dimensions. The implications emphasize curriculum and pedagogical reform, authentic communicative activities, contextual learning, interactive media, and continuous professional development to strengthen teachers’ pedagogical, professional, and technological competencies in pesantren.]]>
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