Pengecoh Diagnostik dalam Asesmen Membaca Bahasa Arab melalui Pilihan Jawaban dan Alasan

Abstract

This conceptual article proposes a diagnostic distractor framework for Arabic reading assessment that combines answer selection with a reason. A directed narrative synthesis connects assessment validity, formative use, and the distinction between linguistic difficulty and reasoning demand. A constructed opening-hours text illustrates distractors linked to ignored exceptions, partial information, and overgeneralization. These links are hypotheses for verification rather than established learner misconceptions. The proposed response matrix distinguishes correct answers with appropriate reasons, correct answers with weak reasons, and inconsistent answer–reason combinations. Follow-up questions are required before a learner is assigned a diagnostic label. Digital recording preserves initial and revised responses separately. No item trial, response frequency, or psychometric estimate is presented. Validation must examine comprehension, alternative readings, distractor functioning, and the evidence supporting instructional decisions.