In the educational context, language learning plays a crucial role in developing students’ speaking skills, particularly in integrated Islamic schools. Arabic language learning aims not only at linguistic mastery but also serves as a means of fostering students’ religious and intellectual character ^[1][2]. The development of modern Islamic education has indeed shown significant changes in the approach to teaching Arabic ^[3]. In the past, the methods used emphasized grammatical aspects and memorization, such as memorizing vocabulary, nahwu-sharaf rules, and classical texts. This method often made learning feel rigid and less relevant to daily communication needs ^[4][5]. However, with the passage of time and global demands, the paradigm of Arabic language learning has begun to shift toward a more practical approach. This means that learning focuses not only on grammatical rules but also on the ability to use Arabic in real-life situations, such as conversing, reading, writing, and understanding the socio-cultural context. According to Adyllah et al. ^[6] and Fata ^[7], this transformation aims to ensure that graduates of Islamic education not only understand Arabic theoretically but are also able to use it actively in various contexts—academic, social, and professional. One of the objectives of Arabic language learning is to develop the four language skills: listening, speaking, reading, and writing. Among these four skills, speaking (maharah kalam) is a key indicator of learning success because it is directly related to students’ communication abilities ^[8][9][10]. Based on the results of observations and interviews conducted on March 2, 2026, at the Al Hikmah Integrated Islamic Junior High School (SMP IT) in Pekanbaru with an Arabic teacher identified as ZA, it was found that the Arabic language learning program is implemented through routine practice. However, in actual classroom practice, students’ speaking skills remain relatively low. This is caused by several factors, such as a lack of self-confidence, limited vocabulary, and a lack of opportunities to practice speaking. Additionally, the teacher-centered learning method results in students being less active in the learning process. At this school, the methods used include group discussions, presentations, and question-and-answer sessions; however, according to the teacher’s explanation, the speaking skills of eighth-grade students are still considered inadequate. Based on this, the researcher aims to conduct observations and interviews using specific methods to improve students’ speaking skills. One relevant method is the Numbered Heads Together (NHT) cooperative learning approach. As described in Husain's ^[11] book, this learning method was developed by Spencer Kagan (1992). This method emphasizes group cooperation, individual responsibility, and the active involvement of all group members in the learning process ^[12]. The implementation of the Numbered Heads Together (NHT) method is

closely related to Cooperative Learning Theory proposed by Robert E. Slavin ^[13]. According to Slavin ^[13], cooperative learning promotes positive interdependence, individual accountability, face-to-face interaction, and collaborative problem solving among students. In the NHT method, students work together in small groups while maintaining individual responsibility because every member may be selected to represent the group. This structure encourages active participation and ensures that all students are involved in the learning process rather than relying on a few dominant learners. The use of NHT is also supported by Vygotsky’s Social Constructivism Theory ^[14], which emphasizes that learning occurs through social interaction and collaboration. Vygotsky ^[14] argues that students develop knowledge and skills through interaction with more capable peers and teachers within the Zone of Proximal Development (ZPD). Through group discussions and collaborative speaking activities, students receive support, feedback, and language input from their peers, enabling them to gradually develop their Arabic speaking abilities and confidence. In the context of Arabic language learning, the implementation of NHT aligns with the principles of Communicative Language Teaching (CLT). CLT emphasizes the use of language as a tool for meaningful communication rather than merely mastering grammatical rules ^[15]. According to communicative language teaching principles, students should be provided with opportunities to interact, exchange ideas, negotiate meaning, and use language in authentic communicative situations. Therefore, cooperative learning activities such as NHT can facilitate meaningful communication and create a student-centered learning environment that supports the development of speaking skills. Furthermore, the development of speaking skills can be explained through the theories of Brown ^[16] and Tarigan ^[17]. Brown ^[16] argues that speaking proficiency develops through meaningful interaction, continuous practice, and active language use in communicative contexts. Similarly, Tarigan ^[17] emphasizes that speaking is a productive language skill that can only be improved through regular practice and opportunities for oral communication. These perspectives suggest that students need frequent speaking activities and interactive learning experiences to develop fluency, confidence, vocabulary mastery, and communicative competence. Consequently, the NHT method is considered relevant for supporting the development of maharah kalam because it encourages active participation, collaborative interaction, and repeated speaking practice. Previous research indicates that the NHT cooperative learning method is effective in improving students’ speaking skills and engagement in learning ^[18]. Although previous studies have demonstrated that the Numbered Heads Together (NHT) method can improve student participation and learning outcomes, most of these studies have focused on general educational subjects or quantitative measurements of achievement. Research examining the implementation of NHT in Arabic language learning, particularly in developing maharah kalam (Arabic speaking skills), remains limited.