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Error in the language occurs due to speakers or learners already have rules of grammar different from other grammars being studied. An impact arises on the imperfection or inability of speakers implying the use of the language. This article will reveal the errors that arise as a result of the lack of dominance of the rules of the language being studied. The goal is to find out on what level the error occurred. This research data is taken from the final examination of the subjects of Arabic Text Review Semester I and Semester III students of Arabic. Further data is analyzed by utilizing existing Arabic structure concept or theory. The result is that these learners' language errors occur both on the lexicon, Arabic phrase and as well in Arabic clauses. From the results of this study can be argued that to avoid language errors, grammatical mastery or grammar of a second language requires a lot of practice, both written and oral.

The objective of the paper is to determine the relevance between the scope of the national final examination test items in English lesson and the English teacher made test items. It is also to identify the relevance between the deepness of national final examination test items in English subject and the English teacher made test item. The finding showed that more than fifty percents of tryout out test items are not relevant with the national test items. Meanwhile, the final national test items were design with higher cognitive domain than teacher made test items. It means the teacher made test items (tryout) is more superficial than final national test items. It can be a reason why the students who are can pass the tryout test which is made in teacher cannot pass the national final examination test (standardized test). It is expected that this study provides empirical evidence to devise on their optimal uses in EFL teaching. Copyright © 2015 by Al-Ta'lim All right reserved