Implementasi Kegiatan Muhādatsah Ḥadītsu Kulla Yaum Dalam Pembelajaran Maharah Kalam: Analisis Integrasi antara Asrama dan Sekolah Kelas X di SMAIT Andalan Bone

This study aims to describe the implementation of the muhādatsah ḥadītsu kulla yaum activity in maḥārah kalām learning and to analyze the challenges encountered in its implementation as a form of integration between the school and dormitory environments at SMAIT Andalan Bone. This study employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation, and were analyzed through the stages of data reduction, data presentation, and conclusion drawing. Data validity was established through source, technique, and time triangulation. The results show that the implementation of the muhādatsah ḥadītsu kulla yaum activity in maḥārah kalām learning was carried out in a structured and continuous manner through several stages, namely the provision of mufradāt, delivery of muhādatsah materials, supporting activities, and evaluation. The activity demonstrates an integration between learning at school and language practice in the dormitory, supporting students’ speaking skills, particularly their self-confidence, vocabulary mastery, and willingness to communicate. However, the implementation of this activity still faces several challenges, including differences in students’ backgrounds, the suboptimal use of Arabic in the school environment, and the limited ability of some teachers to use Arabic as a medium of instruction. Therefore, it is necessary to increase consistency in the use of Arabic, strengthen teachers’ competence, and provide continuous guidance for students. This study provides empirical insights into the implementation of Arabic language learning through the integration of school and dormitory environments. The findings are expected to serve as a reference for Islamic boarding schools in developing sustainable Arabic language learning practices through the synergy between formal learning activities and language habituation in both school and dormitory settings