<![CDATA[The sorogan method has long been a hallmark of kitab kuning (traditional Islamic text) instruction in pesantren (Islamic boarding schools), characterized by individual, personal interaction between the student (santri) and the teacher (kiai or ustadz). However, studies indicate that despite its relational strengths, sorogan faces challenges regarding time inefficiency, a limited number of instructors, and assessments that tend to be subjective due to the lack of explicit criteria. This article presents the findings of a library-based study aimed at formulating a conceptual framework to modify sorogan communication into a one-on-one coaching format supported by clear assessment rubrics. Data were gathered from scholarly literature on sorogan, individual coaching, feedback, and assessment rubrics, and subsequently analyzed qualitatively using content analysis and conceptual synthesis. The results indicate that the GROW (Goal, Reality, Options, Will) conversation model can be integrated into the sorogan process without compromising its individual nature, while the "feed-up, feed-back, feed-forward" feedback principle and analytic rubrics can render the assessment of kitab kuning reading more transparent and measurable. This study contributes a more structured communication framework for kitab kuning instruction that remains rooted in the personal tradition of sorogan, while also paving the way for future empirical research to test its practical application.]]>
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