Pembelajaran Berbasis Proyek Video Percakapan untuk Mengembangkan Keterampilan Berbicara Bahasa Arab

Abstract

Conversation-video projects offer opportunities for rehearsal and revision, but a polished recording is not equivalent to spontaneous speaking proficiency. This article develops an assessment-oriented framework for project-based Arabic speaking instruction in madrasah aliyah. A purposive narrative review connects recent Arabic speaking studies, a mobile-assisted EFL project study, project-design guidance, and the distinction between oral production and interaction. The synthesis proposes a cycle of communicative problem definition, scenario planning, guided rehearsal, initial recording, feedback-based revision, and individual transfer assessment. A constructed service-dialogue scenario illustrates how an information gap can be incorporated into a video project while keeping task demands appropriate to learners. The framework separates the quality of the group product from each learner’s language performance and recommends recording speaking contributions, revision decisions, and responses to an unfamiliar follow-up situation. An initial analytic rubric covers comprehensibility, linguistic resources, interaction management, and contextual appropriateness. Publication to an unrestricted online audience is not required for the proposed classroom activity; a defined audience can provide communicative purpose and feedback. No classroom implementation, learner scores, or effect estimates are reported. The resulting contribution is an untested instructional design whose validity depends on expert review, task comparability, and independent assessment of individual speaking beyond rehearsed scripts.