Pembelajaran Menyimak Bahasa Arab Berbasis Video melalui Prediksi Verifikasi dan Refleksi

Abstract

Video-based Arabic listening requires learners to coordinate spoken information, visual cues, and strategic monitoring. This article proposes a process-oriented instructional framework through a purposive narrative review and constructed task analysis. Selected Arabic audiovisual research is connected with metacognitive listening instruction and multimedia learning. The synthesis separates understanding the message from recognizing written subtitles, remembering repeated material, or inferring answers from images alone. It proposes a cycle of contextual preparation, prediction, first listening for the main idea, evidence-based verification, focused replay, and reflection. A constructed library-service scenario illustrates how changes in spoken information can test whether learners verify their predictions rather than preserve an initial assumption. Digital annotations record the source of each answer, while subtitles and transcripts are delayed or controlled according to the intended learning and assessment purpose. An initial rubric distinguishes message accuracy, auditory evidence, revision quality, and strategic explanation. The framework does not report learner scores or establish that video is superior to audio. Its contribution is an untested instructional design whose evaluation requires expert review, task equivalence, transparent replay conditions, and transfer assessment using unfamiliar recordings. Further research should examine how visual support and metacognitive prompts interact with Arabic listening proficiency rather than treating viewing time as evidence of comprehension.