Abstract

This study aims to identify and analyze Arabic language errors made by students at Madrasah Aliyah Assakinah in West Bandung. Employing a qualitative descriptive approach, the research examines students' language production, both written and oral, sourced from tests, assignments, and exercises conducted during Arabic language learning. Data collection methods include Arabic language tests, observations, interviews, and documentation. The analysis involves error identification, classification, investigation of error causes, interpretation, and formulation of conclusions and recommendations. The findings reveal that Arabic language errors among students at MA Assakinah encompass phonological, morphological, syntactical, and semantic aspects. Key factors contributing to these errors include interference from the students’ mother tongue, insufficient understanding of Arabic grammar, and teaching methods that are predominantly theoretical with limited practical application. To address these challenges, the study recommends adopting communicative and contextual, practice-oriented teaching strategies to improve students’ Arabic language proficiency and reduce the occurrence of errors.