Abstract

Abstract

This study aims to analyze the role of Arabic language traditions in improving students’ speaking skills (maharah al-kalam) at Darul Ihsan Modern Islamic Boarding School, based on the problem that speaking proficiency is not evenly developed among students despite the existence of an organized language environment, which requires a deeper investigation of the effectiveness of language traditions within the institution. This research uses a qualitative descriptive-analytical approach and was conducted at Darul Ihsan Modern Islamic Boarding School, Hamparan Perak, Indonesia, over a period of three months. The research sample consisted of 12 participants, including language supervisors and several students. Data were collected through observation, interviews, and documentation, and validated using source triangulation and member checking, while data analysis was conducted through data reduction, data display, and conclusion drawing. The findings show that Arabic language traditions such as daily conversation, vocabulary enrichment, speaking practice (speech activities), and language supervision contribute to improving students’ speaking skills, not only in linguistic aspects but also in psychological aspects, including courage, self-confidence, and reduced fear of making mistakes. The study also reveals that the effectiveness of the language environment depends on a structured and integrated habituation system. The novelty of this research lies in viewing Arabic language traditions as an integrated educational system that combines linguistic, psychological, and social dimensions rather than merely a conventional language environment. The study concludes that developing speaking skills requires integrating language programs with structured daily habituation and continuous psychological support, thereby contributing to the improvement of Arabic language teaching in Islamic educational institutions.