<![CDATA[Arabic speaking proficiency (maharah al-kalam) is a crucial competency that remains difficult for Indonesian students to master, primarily due to high levels of language anxiety and a lack of active speaking practice. This study investigates the effectiveness of the Total Physical Response (TPR) method in improving the speaking skills of seventh-grade students at Madrasah Muhammadiyah 6 Ulil Albab Pakah, Ngawi (an Islamic junior high school in Indonesia). The research employed a quasi-experimental design with a non-equivalent pre-test-post-test control group, involving 31 students (17 in the experimental group and 14 in the control group) over eight weeks. Quantitative data were collected through oral speaking tests and Likert-scale questionnaires to measure vocabulary mastery, learning motivation, and speaking anxiety levels. Qualitative data were obtained from field observations and semi-structured interviews. The results showed that the experimental group experienced a significant improvement in vocabulary mastery by 24.24 points (t(16) = 6.234, p < 0.001), learning motivation by 27.65 points (t(16) = 7.458, p < 0.001), and a reduction in speaking anxiety by 26.24 points (t(16) = -7.124, p < 0.001). The normalized gain (N-gain) indicated that TPR achieved an effectiveness of 57.28% for vocabulary mastery, categorized as "Moderately Effective," far surpassing the control group's gain of only 23.52%. Qualitative data revealed positive behavioral changes in students, including increased self-confidence, reduced fear, and higher intrinsic motivation. These findings prove that the TPR method is significantly more effective in developing Arabic speaking skills compared to traditional teaching methods, with a measurable impact on the cognitive, affective, and psychomotor aspects of student learning.]]>
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