The MBKM Program aims to provide opportunities for Indonesian students to gain work experience from quality partners, and improve their competencies so they can compete in the world of work. This final report describes the writer’s experience while participating in an internship at PT Vidio Dot Com as accounts payable intern a subdivision on accounting division. In this MBKM activity the writer is assigned to assist operational activities in the finance and accounting division which will be explained more fully in this report, such as manage invoices, recording of asset number, data recapitulation, reconciliation of E-Commerce SVOD Revenue data, and making Accounts Payable Performance Report. Through this MBKM activity, the writer have the opportunity to improve their skills, for soft skills such as the ability to communicate across functions and organizational levels and presentation skills, for technical skills such as using Microsoft Excel in analyzing data, Google Workspaces (google slides, google sheets, and email), and Smartsheet.

Many English learners use English Teaching Channels on YouTube as an alternative source of learning. Most of those channels were organized by Indonesian teachers. The qualities of the teaching presentations on these channels are varied. Inappropriate use of vocabulary, inaccurate grammar, and mispronunciations are often found in these channels. This research attempts to study the inaccurate pronunciations of the English teachers. The study is deemed necessary due to the fact that learners consider online English teachers as good language model and as an alternative to access English learning materials. The result of the study shows that there are nine types of English vowels that are pronounced inaccurately by the teachers. Most of them are absent in Indonesian vowel system. Cautions should be made when using English Teaching channels on YouTube and some suggestions for Indonesian English teachers are presented.

Some Indonesian English teachers prefer teaching in formal schools while some others favor non-formal schools more. This preference can be analyzed from the lense of teacher professional identity. In this study, the researcher tried to find out how teacher professional identity influences the school type teachers favor more. By conducting in-depth interviews to two non-formal school teachers from different regions in Indonesia, the researchers found out that job satisfaction, self-efficacy, occupational commitment, and occupational motivation are the factors influencing the participants’ professional identity the most. Job satisfaction could be seen, for example, in witnessing students’ progress more thoroughly; self-efficacy in being able to monitor their teaching performance; occupational commitment in teacher trainings provided by non-formal schools to build their career up; and occupational motivation in receiving manageable challenges from non-formal schools that trigger eagerness from the participants to work. Those findings could function as a reference for both formal and non-formal school stake holders in making sure that their schools could accommodate their teachers’ need in constructing their professional identity as it could influence teachers’ performance a lot.