Beginner Level Research Articles

The Influence of Visualization in Book Content on Language Processing and Memory

This study explored the effects of visualization and phonetic processing on comprehension and memory retention in learning Mandarin as a second language. Through an experiment involving three conditions: pinyin, black-and-white pictures, and colored pictures, the study evaluated participants’ accuracy and reaction time in completing visual and phonetic-based tasks. The results showed that visual cues, especially colored pictures, increased response accuracy and decreased reaction time compared to pinyin and black-and-white pictures. These findings suggest that visualization not only aids vocabulary recall but also facilitates faster cognitive processing, potentially reducing students’ cognitive load. Implications for Mandarin teaching include the importance of using appropriate visual teaching materials to support learning and memory retention at the beginner level. These results contribute to the growing body of evidence supporting the effectiveness of multimodal learning and the importance of tailoring teaching methods to learners’ cognitive characteristics.

Pedampingan Mahasiswa Thammasat University Thailand dalam Meningkatkan Keterampilan Berbahasa Indonesia dengan Pelatihan Membatik Khas Surakarta

This study aims to investigate the effectiveness of mentoring for Thammasat University Thailand students in improving Indonesian language skills through Surakarta batik training. Mentoring is considered an effective method in helping students acquire better language skills. This study involved a group of Thammasat University students who were studying Indonesian at the beginner level. They were given the opportunity to take part in Surakarta's typical batik training which involves practicing speaking, writing, and listening in Indonesian. The research method used is a qualitative approach with data collection techniques through observation, interviews, and document analysis. The collected data was analyzed using the content analysis method. The results of the study show that mentoring through typical Surakarta batik training is effective in improving the Indonesian language skills of Thammasat University students. Students reported significant improvements in their ability to speak, write, and understand Indonesian after participating in the training. This research makes an important contribution to our understanding of the importance of mentoring in improving foreign language skills, especially for international students. Surakarta's typical batik training has proven to have significant potential in facilitating Indonesian language learning, because it involves interactive and interesting cultural aspects.

Should we still teach or learn coding? A postgraduate student perspective on the use of large language models for coding in ecology and evolution

Abstract The extent to which coding skills are taught within ecology and evolution curricula remains largely unquantified. While coding, and especially R, proficiency is increasingly demanded in academic and professional contexts, many students encounter coding for the first time as postgraduates, presenting a steep learning curve alongside learning advanced statistics. With the emergence of large language models (LLMs), questions arise regarding the relevance of teaching coding when many of these tasks can now be automated. Here, we explore students' experiences with using LLMs for coding, highlighting both benefits and limitations. Through qualitative analysis of student perspectives, we identify several advantages of using LLMs for coding tasks, including enhanced search capabilities, provision of starting points and clear instructions, and troubleshooting support. However, limitations such as a lack of responsiveness to feedback and the prerequisite of extensive prior knowledge pose challenges to the effectiveness of student use of LLMs for coding at a beginner level. Concerns also arise regarding future access to LLMs, potentially exacerbating inequities in education. Despite the potential of LLMs, we argue for the continued importance of teaching coding skills alongside their integration with LLM support. Tutor‐supported learning is essential for building foundational knowledge, facilitating comprehension of LLM outputs and fostering students' confidence in their abilities. Moreover, reliance solely on LLMs risks hindering deep learning and comprehension, thereby undermining the educational process. Our experiences underscore the significance of maintaining a balanced approach, leveraging LLMs as supplementary tools rather than substitutes for coding education in ecology and evolution courses.

Speak Up: Stepping up "show and tell" to enhance EFL students' speaking and communication skills

As the world has shifted dramatically, university graduates must possess hard and soft skills to compete in the job market and thrive in the competitive era of 5.0. Strong communication skills, encompassing speaking, listening, observing, and empathizing, are essential for success in this competitive environment. This paper aims to elaborate on implementing a simple classroom activity called "Show and Tell" to encourage students to communicate freely. The show-and-tell activity was modified to meet the needs of university-level students. The study involved 120 students from the civil engineering, law, and architecture departments of Musamus University of Merauke, with 53 female and 67 male students. This research utilized a qualitative approach to understand the learners' development better. The data collection methods in the field included field notes, audio-video recordings, and interviews with the learners. The results indicate that while students' English competencies were generally at a beginner level, the "show and tell" activity significantly enhanced their confidence and communication skills. Participants reported feeling more at ease when speaking in front of their peers, leading to improved articulation and organization of thoughts. Simultaneously, the activity also fostered empathy and a supportive learning environment, as students connected emotionally with their classmates.

Transitioning to the New Normal and Beyond: Maximizing Students’ Active Learning in Task-Supported Curricula

ABSTRACT Amid the lingering impacts of COVID-19, consistently shifting between online and face-to-face educational settings can be particularly challenging for language teachers and learners. Regardless of the learning environment, it is crucial to provide language learners with opportunities to engage in interactive and communicative activities both in and outside the classroom. In the context of a liminal pandemic era, this article aims to share task-supported learning activities developed for Korean learners at the beginner level. The developed task set contains in-class and out-of-class tasks focused on developing the three modes of communication (interpretive, interpersonal, and presentational) and intercultural competence. Given as open educational resources (OER), these collaboratively developed tasks have been piloted across two higher education settings in the United States, demonstrating their sustainability in various learning environments, whether they be online, in person, or hybrid. These tasks that are designed based on the backward design process provide a systematic roadmap for the transition from perception-based tasks to production-based tasks that adhere to the NCSSFL-ACTFL Can-Do Statements (2017). Students’ reflections and instructors’ observations indicate that these tasks and assessment tools are beneficial in developing students’ language capacities, intercultural competencies, and sense of achievement in learning.

The European Profiling Grid (EPG) Pre-service Teachers’ Level in Lesson and Course Planning Competence

The quality of teachers significantly influences student performance, making it crucial for educators to possess the necessary competencies to be effective. This study assesses the competencies of prospective teachers from the English Department at Media Nusantara Citra University using The European Profiling Grid (EPG), which mandates that graduates achieve at least the beginner teacher level. The research aims to evaluate these prospective teachers' abilities in lesson planning and teaching according to EPG standards. Using a qualitative descriptive method, the study involved 17 students undergoing Field Practice (PKL), with data collected from their lesson plans and interviews. Results reveal that 13 prospective teachers were at the beginner level, while 4 reached the experienced teacher level. The findings indicate that all participants met the minimum graduation requirements based on EPG, specifically in lesson planning and teaching competencies.

교착어적 특성을 활용한 한국어문법교육 연구 - 서울대 한국어 초·중급 교재를 중심으로

This study is developed by proceeding with the contents of “A Study on the Composition and Content Analysis of Korean Textbooks” (2021). Previous studies have shown that the characteristics of the structure of textbooks centered on oral language have led to a lack of linkage with the system of grammar education, and this study is linked to the fact that the problem of grammar education is found in the characteristics of Korean language called agglutinative language. The reason we paid attention to the agglutinative language characteristics was that it was sometimes pointed out as a major type of error by foreign learners, and it was considered suitable for understanding the basic principles. Therefore, by analyzing the target grammar for each level 1 to 4 in units of grammatical morpheme, a grammar category that revealed agglutinative language characteristics was set and classified. The classification items are grammar in which postpositions are combined, grammar in which endings are combined, and other vocabulary, which is based on the grammatical role of the ending or postposition, which is the minimum unit that constitutes grammar. Additionally, the grammar content was investigated by dividing the postposition combination grammar and the ending combination grammar into elementary and intermediate levels. The grammar related to ending combination occupied the highest proportion in the entire levels, confirming that Korean is predicate-oriented and the importance of the ending. The grammar content required for basic sentence composition at the beginner level was a final ending, a connection ending, prefinal ending, and some of transformative ending and auxiliary connective ending, In intermediate level, transformative ending that organizes sentences, auxillary connective ending that adds meaning, and various subordinate connective ending were required as grammar content. For grammar related to postposition combination, a case-marking postpositional particle that constitutes a basic sentence at the beginner level and a auxiliary postpositional particle that adds special meaning at the intermediate level were required as grammar content. It is hoped that the agglutinative language, typological characteristics of the Korean language, will help to select and organize the contents of Korean grammar education.

Effects of Plyometric Exercise of Adolescent Male Volleyball Athletes: A Systemic Review

By looking at previous literature, this study aimed to analyze the construct of plyometric exercise variation. Comprehensive methods are used for these articles, such as searching for articles in database research journals. Semantic, Scopus, Scholar, and Crossref are the data sources for this database. The variety of plyometric exercises and vertical jump skills are the main themes. Fifty-one articles were verified, and then 12 articles were evaluated based on objectives, topics, sample size, research protocols, and results. Plyometric exercises are exercises in which the movements are explosive and, besides being practical, also train muscle strength, muscular endurance, flexibility, and agility. The purpose of volleyball training is so that players can acquire good basic techniques, strengthen physical strength, and develop interests and talents. To improve jumping ability, various exercises are performed from the beginner level. Therefore, the ability to jump and jump is essential for the volleyball game. The novelty in this study is the using a form of plyometric exercise that is varied according to the characteristics of athletes aged 14-17 years that have never previously been applied in volleyball clubs, which is the focus in this study of plyometric exercise variation methods, namely plyometric squat jump, skipping and hurdle hopping. The intensity of the exercise will be adjusted to the characteristics, and physiological development of male athletes aged 14-17 years.

Understanding Newton's Third Law: A Study of Prospective Physics Teachers' Knowledge Structure

This research aims to explore the ability to understand concepts and the characteristics of the knowledge structure of prospective physics teachers regarding Newton's Third Law. This research was conducted on 26 Physics Education students in their first year who had received material on Newton's Laws. The instrument used is the Force Concept Inventory (FCI) test instrument. Using four multiple-choice questions accompanied by reasons, the quantitative data source comes from students' choice of answers. In contrast, the qualitative data source comes from students' reasons for choosing answers, which are used to see the characteristics of knowledge structures. The data analysis technique used is descriptive statistics to present a picture of the ability to understand concepts and the level of character of the knowledge structure of prospective teachers. The results show that the concept understanding ability of prospective physics teachers has an average of 67.31 and is classified as sufficient. The knowledge structure characteristics of prospective physics teachers at the expert level is 62.50%, the beginner level is 14.42%, and the intermediate level is 24.04%. These results show that the ability to understand the concept of Newton's Third Law and the characteristics of knowledge structures have a coherent influence. Prospective teachers with the characteristics of an expert knowledge structure can solve physics problems using correct physics principles. These findings require further research to explore the factors influencing understanding concepts and characteristics of prospective teachers' knowledge structures and more effective teaching strategies.

Quantitative Analysis of Online Courses for Learning the JavaScript Programming Language

Today, the JavaScript programming language ranks first both in the world well-known programming rankings and those in Ukraine in particular. The purpose of the research is quantitative analysis of online courses on learning JavaScript on well-known MOOC platforms. In order to achieve the purpose of our research, we used theoretical and quantitative (descriptive) methods. Also, we analyzed such well-known online platforms as Alison, Codecademy, Udemy, edX, Coursera as of December 2023. The number of online courses on each platform, their cost, an approximate user level, video length, etc. was used as criteria for the analysis. The analyzed MOOC was found to offer 1,795 online courses on learning the JavaScript programming language. Among them, 1,077 courses (60%) are paid, 201 courses (11%) can be taken for free, and 517 courses (29%) require optional payment. Most of the online JavaScript courses (788 courses, 44%) are developed for the Beginner level. Only 37 courses are available for experienced JavaScript programmers, which is 2% of the total number of online JavaScript courses. It was found that Codecademy and Udemy online platforms offer their users additional opportunities to learn JavaScript: programming projects (67 online courses); coding exercises (99 online courses); Practice test (55 online courses). The obtained results made it possible to formulate some proposals for choosing the optimal MOOC which helps to learn JavaScript, considering several selection criteria.

Salgo de casa? Salgo a casa? Salgo la casa? Analysis of the crosslinguistic influence on preposition use in motion verb constructions by multilingual German learners of Spanish

The use of prepositions is one of the most difficult grammar topics for Spanish learners. The high frequency prepositions ‘a’ (‘to, at, on’), ‘de’ (‘from, of’) and ‘en’ (‘in, on, into’) are often confused or omitted, especially in motion verb constructions (e.g., Campillos Llanos, 2014). This can be due to their polysemous character and the low salience. In addition, crosslinguistic influence (Jarvis and Pavlenko, 2008) from the first language as well as additional acquired foreign language(s) play a significant role.In order to analyse the complexity of interlanguage phenomena in the construction [motion verb + a/de/en + noun] to improve acquisition in Spanish classes, it is necessary to study authentic learner data. In this paper, I will discuss the results of an explorative pilot study on crosslinguistic influence carried out at a German grammar school in the federal state Baden-Württemberg in order to find out after which verbs of motion these prepositions are omitted or confused, how often this occurs, and which languages might influence it. The results of two groups of pupils at beginner level with the mean age of 14,03 are compared: The first group (n = 21) learns Spanish as the third foreign language, in addition to English and French, while the second group (n = 16) learns Spanish as the second foreign language after English. Both groups learn the named foreign languages in an instructed setting at school.The pilot study reveals that the prepositions ‘a’ and ‘de’ are much more often confused or omitted in the construction types [llegar/volver/venir + a + noun] (‘arrive/come back/come + to/in + noun’) and [salir/ir + de + noun] (‘leave/go + noun’) compared to [ir + a + noun] (‘go to + noun’). A possible explanation is positive and negative intra- and interlingual transfer of equivalent constructions from different languages. These results form a hypothesis basis that a systematic application of Pedagogical Construction Grammar (Boas, 2022; De Knop and Gilquin, 2016) and multilingual didactics (Fäcke and Meiβner, 2019; García et al., 2020) in Spanish classes to teach these polysemous prepositions could probably be helpful to avoid errors.

Improving Student’s Writing Skill By Using Yes English Book For The Beginner Level

Writing skill is a hard skill among others because it has to be a concern more about it, and we need to follow some rules that related to every single step, they are word choice, coherent, correlation, and grammar. The students should choose the proper word to express meaning so that the readers catch what information they wrote. The information of each paragraph, main idea, and the argumentation of the researcher should be coherent. Grammar also plays important role in writing. The use of correct grammar will not be confusing the readers. Moreover, the error of using grammar will make a serious misunderstanding toward the readers. The successful of learning writing is not merely depending on the students, but it needs a teacher contribution to reach the learning of English writing.

Predarea limbii române ca limbă străină. Lecții orale

The present work presents some considerations related to teaching. Romanian as a foreign language for arabic young children using oral lessons. As we know, teaching young children, especially those up to the ages of 6 or 7, is a different process comparing with teaching older children, adolescents and adults. Teaching arabic young children is also a specific process taking into consideration the following aspects: age, the major differences between their native language and Romanian, they do not speak an intermediate language or they have a beginner level, they will start school in Romanian and they are here because of the war from their countries

Using Kurdish Songs in the Piano Method

The nations of the world have paid attention to preserve their musical heritage in many fields, including education system and teaching music, and have used their musical heritage in their educational music programs, including the method of playing the piano which is the main aim of this research. Some of music composers have used popular and famous songs as an educational approach to teach the piano. Therefore, the researcher has selected some examples of famous Kurdish songs and used them for the beginner level. "Using Kurdish Songs in the Piano Method" is the combination of Kurdish song heritage with a very important instrument of music, which has a very important and influential role in the art of music in general, in the process of music education in particular. In this regard, this study uses Kurdish song heritage as an educational model for piano playing at the beginning level for adults. Many studies confirm that pieces of music and exercises that use the melodies of traditional and popular songs are the best teaching materials for teaching music. It also helps music learners to know their music heritage and it can strengthen their cultural identity as well.

Vocational Foreign Language Teaching for Business Life: A Document Analysis

In today's world, both globalization and developments in science and technology have led many professions to adopt an intercultural structure on the international stage. To be efficient and successful in business life, it is now necessary to have a strong command of international jargon as well as knowledge and experience in the relevant profession. It has become a necessity to be able to thrive in the business world, where competition is increasing day by day, to follow professional developments at a global scale, and to keep up with innovations and changes. Proficiency in a vocational foreign language is seen as an important need to achieve these goals. In this study, a textbook prepared for teaching French as a vocational foreign language for A1/A2 beginner level, following the standards in the Common European Framework of Reference for Languages, was examined. Document analysis technique was used while examining the book. The chapters and the tasks, activities, and practices that comprise these chapters have been identified. Also, their contributions to improving both linguistic and communicative skills in professional fields have been revealed. Finally, suggestions were made on how the findings from this study could be integrated into different stages of educational institutions. Keywords: Vocational foreign language teaching, communicative skills, business life.

Do tight nosebands have an effect on the upper airways of horses?

The public perception relating to the welfare of horses involved with equestrian sports is associated with training methods used and the presentation of horses at events. In this context, very tight nosebands, which are intended to prevent the horse from opening its mouth, also attract a lot of attention. Various studies have evaluated the impact of tight nosebands on stress parameters, whereas the effect of tight nosebands on upper airway function is unknown. Therefore, the aim of the study was to use overground endoscopy to evaluate changes in pharyngeal and laryngeal function when a tight noseband is fitted. Moreover, the ridden horse pain ethogram (RHpE) was applied to investigate signs of discomfort (Dyson et al., 2018). A randomized, blinded, and prospective study was performed. Sixteen warmblood horses consisting of twelve mares and four geldings with a mean age of 11.63 ± 3.53 years were ridden on 2 consecutive days with either loose or tight nosebands (two fingers or no space between bridge of the nose and noseband, respectively) and inserted endoscope in a random order. Videos were taken in a riding arena during a standardized exercise protocol involving beginner level tasks for 30 min in all gaits. For video analysis, freeze frames were prepared and analyzed at the beginning of the expiration phase. Pharyngeal diameter was measured using the pharynx-epiglottis ratio. Other findings (swallowing, pharyngeal collapse, soft palate movements, and secretion) were also evaluated. Moreover, the RHpE was applied. Descriptive statistics and generalized linear mixed effects models were used. Results with a p-value < 0.05 were considered statistically significant. While the pharynx-epiglottis ratio did not change significantly in horses ridden with loose versus tight nosebands, there was an increase in mean grade and total counts of parameters assessed in the pharyngeal region, for example, grade of secretion (1.5 [±SD 0.89] vs. 3.13 [±SD 0.96]; p = 0.0001), axial deviation of the aryepiglottic folds (0.29 [±SD 0.73] vs. 1.33 [±SD 1.44]; p = 0.01), and pharyngeal collapse (0.69 [±SD 0.87] vs. 1.88 [±SD 1.54]; p = 0.005) in horses ridden with tight nosebands. There was no RHpE score above 8 indicating musculoskeletal pain, but the RHpE scores were significantly higher in horses ridden with tight nosebands (p < 0.001). Video quality was limited when horses showed large amounts of secretion. Another limitation was the small number of horses. Results add to the evidence obtained in other studies that tight nosebands do not only cause adverse reactions based on the RHpE score such as head behind the vertical or intense staring but also contribute to changes in the pharyngeal region, such as increased secretion and collapse of pharyngeal structures. This may provide further support for future decisions regarding regulations on nosebands.

Training Finnish morphology with a smartphone application in adult beginner level learners

The rich inflectional grammar of Finnish is often considered a challenge for second language (L2) learners. However, the inflectional variation is based on relatively systematic morphological and morphophonological rules. Smartphone applications could offer an effective way to train these rules by utilizing adaptive spaced repetition exercises. Currently there is little research on morphology learning via Mobile Assisted Language Learning (MALL) applications in morphologically rich languages. The present study introduces a newly developed Finnish Morphology Application (FMA) that aims to teach beginner-level Finnish morphology. In a randomized controlled trial, the test group participants (n = 33) practiced Finnish morphology with the FMA during a three-week period, and their improvements were compared to those of an active control group using a general Finnish language learning application (n = 38). The practiced morphological operations comprised transparent and semi-transparent inflections. Pre- and posttests included a visual lexical decision task and a morphological production task. In comparison to the control group, the FMA group improved substantially in written morphological production skills, especially in transparent inflections. In visual lexical decision task, there was an improvement in accuracy for trained words in the FMA group, but this improvement applied to both transparent and semi-transparent inflections as well as monomorphemic nouns. In reaction times, there were no differences between the groups. Self-ratings of perceived efficacy of the FMA regarding grammar and vocabulary varied from neutral to positive. The results suggest that the FMA is particularly useful for learning inflectional production skills in Finnish by adult beginner level learners but can also be used to train word recognition.

Arabic Reading and Writing at Education Based on the Common European Framework of Reference (CEFR)

Learning is a combination formed from several elements, including materials, which can influence the achievement of learning objectives. Material elements include: textbooks, so that research on the design of Arabic reading and writing materials for beginners based on the Common European Framework of Reference (CEFR) is worth doing. This study aims to determine: (1). Design of Arabic reading and writing materials for beginners based on CEFR at MTS Khoiru Ummah, Central Maluku Regency. (2). Supporting and inhibiting factors in designing Arabic reading and writing materials for beginners based on CEFR at MTS Khoiru Ummah, Central Maluku Regency. This research is a development research. Research and development include one of the methods to obtain certain new results, models, methods, strategies, ways, designs, or steps with descriptions and development of results and trials to obtain maximum results. Learning reading and writing skills continues to experience curriculum development from time to time. CEFR theory has contributed to the development of the curriculum design for learning these two Arabic language skills. This CEFR-based curriculum is designed by determining the limits of learning objectives at levels A1 and A2. CEFR has 6 levels, the lowest A1 and the highest C2 in the order of A1, A2, B1, B2, C1, and C2. Levels A1 and A2 are designed for beginners in every foreign language learning based on this theory. At the beginner level, students are able to distinguish the sounds of hijaiyah letters, read and write words that are heard and seen, write and read simple phrases and sentences found around them well. Teaching materials are presented in the form of a communicative approach to make students more active and participate in the learning process by using modern learning media either in the form of materials or learning applications that support the achievement of goals. While the evaluation is presented by paying attention to the differences in students' intellectual abilities. Namely starting from easy questions then increasing in difficulty according to level. So that the curriculum for reading and writing language is presented in gradual teaching materials with familiar themes and following the development of the era and the environment of the students. Supporting and inhibiting factors in designing Arabic reading and writing materials based on CEFR at MTs Khoiru Ummah, Central Maluku Regency. a. Supporting Factors, 1) There is a curriculum used by MTs based on the 2013 curriculum for junior high school/MTs level and will implement the Merdeka curriculum at MTs. 2) Teaching staff in accordance with their fields, 3) Textbooks used. The school facilities and environment are very supportive in learning Arabic for beginners because students are required to be in the dormitory. b. Inhibiting Factors, 1) The level of student ability was not identified at the time of input or at the time of registration and entrance exams for MTs..2) The teaching materials in the textbooks used do not focus on reading and writing lessons, making it difficult for students to master Arabic reading and writing skills..

VOCABULARY OF THE LEXICAL MINIMUM WHEN LEARNING UKRAINIAN AS A FOREIGN LANGUAGE (LEVEL A1) (A review of the textbook by Ksenia Borodin and Oksana Turkevych “1000 and 1 Words. Lexical minimum in Ukrainian (A1)” – Slavic Language Education 3 (LANGUAGE-LAB), 2023. – 58 p.)

The review characterizes the first edition of the lexical minimum for Ukrainian as a foreign language at the A1 level in accordance with the “Standardized Requirements: Levels of Proficiency in Ukrainian as a Foreign Language A1-C2” (Kyiv, 2020). The structure, grammatical description, and examples of the use of language units contained in the textbook are analyzed. The author explains the criteria used to form the content of the A1 lexical minimum. The lexical material is organized and described with grammatical comments on the alternation of vowels or consonants, the formation of plural forms from other bases, the use of dative and accusative forms of personal pronouns, personal or imperative verb forms, etc. The authors also see this as an element of self-testing for knowledge of the relevant word forms, as well as in the case of forming a context for each vocabulary unit, which demonstrates to users – both students and teachers and scholars in the field of linguistics – the practical application of the lexical minimum. Also noteworthy are the didactic tips on how to work with this educational material (translation tasks, making word cards by topic group, creating tests to check the acquired knowledge at A1 level, etc.) The textbook is an extremely important and relevant work that has been prepared in accordance with modern requirements, didactic achievements and scientific research in the study and teaching of Ukrainian as a foreign language. Undoubtedly, this work will help beginner students, teachers, and all those interested in mastering the Ukrainian language to develop the lexical skills necessary for the realization of communicative activities as soon as possible and in a structured way. Key words: Ukrainian as a foreign language, lexical minimum, beginner level A1, Standardized requirements for levels of proficiency in Ukrainian as a foreign language.

The Semantics of Japanese Postpositions and Indonesian Prepositions: A Contrastive Analysis

Abstract. Adpositions are an important aspect in Japanese language learning aspect which must mastered since the beginner level. However, despite its importance, many learners struggle to fully comprehend the meaning and semantics of each adposition. This study seeks to contrast of each semantic of the Japanese postpositions 'ni' and 'de' and Indonesian preposition 'di' stated in Japanese dictionary and Indonesian textbook, and suggestions for Japanese language learners from Indonesian for reducing errors in the use of Japanese postpositions 'ni' and 'de' based on I-JAS Corpus data. The descriptive method was utilized, with contrastive analysis serving as the chosen data analysis technique. The implementation procedures were as follows: (1) collecting data from books and dictionaries; (2) analysing the data so that similarities and differences between adpositions in Japanese and Indonesian can be contrasted in terms of semantics; (3) collecting data on errors in the use of Japanese postpositions from Indonesian students in I-JAS corpus data; and (4) analysing the corpus data, namely explaining the reasons and types of errors and proposing suggestions so that Indonesian learners can reduce these errors in their Japanese language learning. The findings revealed that there are 23 semantics of Japanese postposition ‘ni’ and ‘de’ and Indonesian preposition ‘di’, where the Japanese postposition ‘ni’ has 11 semantics, the Japanese postposition ‘de’ has 12 semantics, and the Indonesian preposition ‘di’ has 3 semantics which are the same as the Japanese postpositions ‘ni’ and ‘de’ and becomes the 3 points of the similarities and differences between the postpositions 'ni' and 'de' in Japanese and the preposition 'di' in Indonesian, and there are three types of errors of using Japanese postpositions 'ni' and 'de' based on I-JAS Corpus data; (a) The errors of using Japanese postposition 'ni', (b) The errors of using Japanese postposition 'de', (c) The errors of using Japanese particle or postposition which should be 'ni' or 'de'. The outcomes of this study hold potential as valuable reference material for translators and Japanese instructors involved in teaching Japanese particles or postpositions. By utilizing this resource, the distinctions among these postpositions can be explained more clearly also it offers comprehension for both translators and Japanese language learners in Indonesia.Keywords: Semantic, Contrastive, Corpus, Japanese Postpositions, Indonesian Prepositions