Membaca Resiprokal Bahasa Arab melalui Prediksi Pertanyaan Klarifikasi dan Ringkasan Berbasis Bukti

Abstract

This conceptual article proposes an evidence-based reciprocal reading framework for Arabic learning. A directed narrative synthesis connects prediction, questioning, clarification, and summarization with metacognitive monitoring. A constructed library announcement illustrates how predictions must remain provisional and how a clarification question can address the scope of an exception. The proposed group record distinguishes a participant's initial interpretation, the textual evidence raised by peers, and the revised individual summary. Role rotation is designed to distribute reading actions rather than divide them into permanent responsibilities. Assessment separates comprehension, evidence use, revision, and independent transfer. No classroom implementation or group-interaction data are reported. The framework requires linguistic review, observation of actual participation, and evaluation on new texts before claims can be made about its effects on Arabic reading comprehension.