<![CDATA[Speaking skills (maharah kalam) require learners to express ideas and engage in spontaneous oral production. However, based on initial observations, the implementation of instruction at the research site still faces challenges in optimally accommodating the diversity of learners’ characteristics and intelligence profiles. This study aims to analyze the implementation of a Multiple Intelligences (MI)-based curriculum in maharah kalam instruction at Markaz Arabiyah Pare, Kediri, focusing on instructional planning, classroom implementation, and assessment. This qualitative study employed a case study design. Data were obtained from eight informants, comprising two founders, one program manager, three instructors, and two students, who were selected through purposive-snowball sampling until data saturation was reached. Data validity was strengthened through source and technique triangulation, while data were analyzed using the Miles and Huberman model. The findings indicate that the MI-based curriculum was implemented through intelligence mapping in instructional planning and the incorporation of diverse activities integrating seven dimensions of intelligence into maharah kalam instruction. The daily Ashfu Dzihni activity emerged as a distinctive feature of the instructional program, particularly in relation to the development of intrapersonal intelligence through reflection and preparation prior to oral production. The study also found that the implementation continues to face limitations in instructors’ understanding of MI and in assessment instruments that do not yet fully accommodate non-linguistic dimensions.]]>
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