Umpan Balik Sebaya pada Portofolio Audio Bahasa Arab untuk Menilai Kejelasan Pesan dan Respons Spontan

Abstract

This conceptual article develops a peer-feedback design for Arabic audio portfolios that separates prepared speech from spontaneous interaction. A directed narrative synthesis connects language activity descriptors, feedback, revision, and project-related speaking instruction. A constructed appointment scenario illustrates how a coherent first recording can be followed by an unexpected clarification question. The proposed portfolio preserves the initial recording, a peer's evidence-based comment, the revised recording, and an individual response to new information. Assessment distinguishes message clarity, interactional response, linguistic control, and revision rationale. Audio editing quality and the number of recordings are not treated as language competence. No classroom implementation or learner achievement data are reported. The framework requires validation of task equivalence, peer-comment quality, recording accessibility, and independent scoring before educational effects can be inferred.