<![CDATA[This study aims to determine the effect of using the Audiolingual Thinking and Repetition learning model on improving Arabic speaking skills among eleventh-grade students at MTsN 4 Agam. This study was motivated by the students' low speaking skills, as reflected in their difficulty expressing ideas in Arabic, lack of self-confidence, and limited active participation during learning. This study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The sample consisted of 21 students in the experimental group and 22 students in the control group, selected using purposive sampling. Data were collected through oral pretests and posttests and analyzed using the Shapiro-Wilk test, Levene's test, normalized gain (N-Gain) analysis, and hypothesis testing using an Independent Samples t-test with the assistance of SPSS. The results showed that the data were normally distributed and homogeneous, with a significance value of 0.293 in the homogeneity test. The average N-Gain score was 31.26% for the experimental group, compared with 24.53% for the control group. The significance value of the hypothesis test was 0.000, indicating that H0 was rejected and Ha was accepted. It can be concluded that the Audiolingual Thinking and Repetition learning model has a positive and statistically significant effect on improving the Arabic speaking skills of eleventh-grade students at MTsN 4 Agam.]]>
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