The present study investigates the relationship between students’ English language proficiency and their logical reasoning reflected by their performance in applying spreadsheet program. Since logical thinking is the basis of both using English language for communication and operating Microsoft Excel program, students can very likely show similar success in their performance while learning these two skills. The subjects were 67 students enrolled at a secretarial college in Surabaya, Indonesia. Data were collected from the students scores of TOEIC international test and Computer II course focusing on Microsoft Excel. Means of the scores were calculated and the sets of data were analyzed to see if there was a significant correlation between them. The results showed that the students’ English proficiency correlated significantly with their academic performance in computer. It can then be concluded that students with better logical thinking ability seem to be more successful in learning English as a foreign language.

Reading and listening as receptive skills have been investigated from multiple angles. The current research is a descriptive study aiming to find the correlation between the two receptive skills. In addition, it investigates the strengths and weaknesses in terms of four subskills (finding the main idea, answering stated-detail questions, answering implied-detail questions, and identifying the meaning of the expressions used in an oral or written discourse) performed by the respondents who were grouped as the high achievers and the low achievers. The research findings confirmed a significantly positive correlation between reading and listening skills. In the listening test, the high achievers had strengths in all of the subskills, whereas the low achievers’ performance in all the subskills was below 50%, which implied that they had weaknesses in all of the listening subskills. In the reading test, the high achievers had strengths in all subskills. The low achievers showed strong reading performance in the subskills of finding main ideas and answering stated-detail questions. At the same time, they had weaknesses in the subskills of answering implied-detail questions and identifying the meaning of the expressions used in the written discourse. This result implies that vocabulary is the most important factor to upgrade to anticipate the weakness in the subskills of answering implied-detail questions and identifying the meaning of the expressions used in the written discourse.

UKM Sumber Berkat Mandiri merupakan toko yang menjual kurang lebih 350 jenis alat perternakan, pertanian modern, dan teknik. Sumber Berkat Mandiri melayani pembeli secara langsung maupun melalui lokapasar (marketplace). Banyaknya item barang yang dijual menyebabkan kesulitan bagi pemilik UKM mengelola barang dagangannya. Apalagi pemiliknya masih menggunakan “sistem manajemen warung”, padahal hampir seluruh urusan dikerjakan secara perorangan dan tidak tercatat secara rapi. Oleh karena itu, sering mengalami kelebihan stok maupun kekurangan stok. Pada kegiatan pengabdian tahun lalu, tim abdimas sudah memperkenalkan aplikasi manajemen inventori. Namun ternyata UKM masih mengalami kesulitan untuk menggunakan aplikasi tersebut. Tujuan dari kegiatan pengabdian kepada masyarakat ini adalah untuk memberikan pendampingan dalam penerapan aplikasi manajemen  inventori tersebut dan menyiapkan panduan kerja bagi mitra agar dapat menggunakan aplikasi inventori managemen tersebut. Dengan adanya pendampingan penggunaan aplikasi managemen inventori, mitra dapat memiliki bekal keterampilan dan kepiawaian menggunakan aplikasi dalam pencatatan jumlah dan kendali terhadap inventori barang dagangannya, serta membuat pengelolaan inventori menjadi lebih efektif dan efisien.

In education, the functions of reading, among others, are to access knowledge, to synthesize information, to evaluate arguments, and to learn new subjects. It is believed that successful readers employ various and proper reading strategies to comprehend a text. To examine the use of the metacognitive strategies in academic reading comprehension, this study investigates the reading performance and the major reading strategies of twenty-five vocational Indonesian lecturers from various institutions as the research respondents. Two research instruments were used: Reading Comprehension Test to obtain the data of their reading performance, and Survey of Reading Strategies (SORS) to identify their preferred reading strategies. The research finding indicates that the respondents had varied levels of English reading performance. The result also shows that out of the three sub-categories of metacognitive reading strategies, problem-solving strategy was the most frequently used strategy, followed by global strategy and support strategy respectively. Further statistical calculation, however, proves that there was no significant difference in the overall and the three sub-categories of metacognitive reading strategy use between the high and low achievers. There is no significant relationship between the metacognitive reading strategies and reading performance of the participants.

This study explores the use of an AI proofreading tool in providing feedback on surface features of student writing. It examines the effect of ProofWriter online feedback compared to teacher feedback on students’ writing improvement, and investigates which aspect of students’ surface-level writing skills improves the most after using the proofreading tool for two-months. Participants were 20 fourth-semester secretarial students taking English Business Correspondence II course. The ‘online group’ students used ProofWriter online tool to get feedback on surface-level aspects of their writing, and the ‘non-online group’ students got feedback from the class teacher while practicing to write English business letters. A pre-test and post-test were administered to show the students’ performance in writing the business letters. The letters were graded using the ESL Composition Profile rubric, and then means of the pre-test and post-test were calculated and T test was applied. A questionnaire about using ProofWriter online tool was distributed to the online group students. The results showed the online group students significantly increased their surface-level writing skills in a slightly higher level than those of the non-online group. They also improved the most in grammar for the surface features of writing.