Teaching materials are one the crucial elements in the execution of the learning process, so an educator must be able to put up their best efforts to present teaching materials that can support learning goals. Teaching materials serve as a source of knowledge and media for learning, which is something that is crucial, especially to boost learning effectiveness and meet learning goals quickly and effectively. Education professionals must put the most effort into the preparation of teaching materials since they can utilize them to define the direction and goals of learning outcomes. As a result, the creation of teaching materials is crucial to the process of learning and teaching. There have been certain schools where learning Arabic has not been successful or efficient, particularly at the junior high school level. This is brought on by the wide range of educational backgrounds and limited Arabic proficiency of the students. Teachers and students therefore require educational tools that can enhance learning in order to address learning issues that may arise. The creation of instructional resources that are in line with student requirements and learning objectives is one of the learning innovations that may be used to address the aforementioned issues. In order to improve students' speaking abilities, this study intends to provide Arabic teaching materials.

تحليل الأخطاء (Error analysis) Error analysis is one of the applicable language disciplines that can be used to determine the level of language errors of a student when learning a foreign language, in this case is Arabic Language. تحليل الأخطاء '(Error analysis) is important to be carried out by teachers, such as teachers who teach the subject matter of al-Khath wa al-Imla', in order to determine students' abilities in writing Arabic, so that with Error analysis they can analyze student errors and then determine teaching materials and learning methods, what he will do. The results of this study are that the errors that occur in the Arabic writing of the students are divided into two, namely: 1) الأغلاط (errors) that fall into the Aghlath Error category (الغلاط), for example, writing the letters incorrectly because the sound is not clear, or students are less focused in hearing what the teacher says, 2) الأخطاء that fall into the Akhto mistakes  category are errors caused by students' missunderstanding of language rules, for example two words that should be separated, joined, words that should start with أل, don't use أل