Active learning and active acquisition may remove these environmental boundaries and enables them to improve their Arabic language skills.The aims of education in Javanese pesantren is generally to transmit the teachings of Islam. From this research, it is found that the difference between both environments in the effect is very low the Indonesian environment may affect students more active than average students in the Sudanese environment. The interview was held to some experts in Arabic teaching who had academic experience in both environments. Arabic language in the Center for Language Development in Indonesia and the Institute of Arabic Language in Sudan. In this study, the researcher used the analytical and comparative descriptive method by using various tools: oral and written test for Southeast Asian students who are learning the. This study aims to discover the effect of language environment on learning the Arabic language held in Indonesia and Sudan and also to identify the patterns of influence in the acquisition of the Arabic language. These errors have been corrected by relying on Arabic grammar rules so that this textbook is recommended for revision. There were seven forms of syntax errors, including word order, idhofah arrangement, incorrect use of vocabulary, misuse of al-ta'rif, i'rab, dhamir, error in using a verb. Secondary data sources were carried out using documentation from related literature studies. The primary data source was done using documentation from the book “Fokus: Modul Bahan Ajar K13 Bahasa Arab Untuk Madrasah Ibtidaiyah Kelas 5A” and interviews with teachers. The analysis technique used a collaboration of content analysis by Rusydi and al-Rajihi. qualitative methods applied language approaches in the field of nahwu (syntax). This study aimed to uncover syntactic errors and make corrections to the Arabic language books used as teaching materials at the madrasah ibtidaiyah level. Error analysis on textbook is one of the methods to determine the standard of the book. This article describes Arabic language books' standard at the madrasah ibtidaiyah level (Islamic Elementary School). The results showed, including: Errors in the preparation of sentences in the target language, errors in the use of sentence effectiveness, errors in translating vocabulary, errors in aspects of omission or not translating aspects of vocabulary, phrases and sentences and errors in translating foreign terms. The primary data source in this research is the book translation of Ta'lim Muta'allim published by al-Hidayah, while the secondary data used in the study is a documentation technique by studying books and literacy that discusses the technique of translating properly and correctly according to structural, semantic and precise in terms of terminology. This qualitative research method uses an applied linguistic approach that focuses on error analysis. The focus of this research lies in the pattern of translation errors and justification of translations in accordance with the rules of Arabic and Indonesian dealing with lexicon, syntax and semantics. The yellow book uses Arabic, so the translation of the book becomes very important. The book is one of the santri (moslem student) reference books to support students' understanding of the pesantren (Islamic boarding school) curriculum which uses the yellow book in their learning.
This study discusses the analysis of the book translation of the book Ta'lim Muta'allim published by al-Hidayah.