This study described the practice of Education for Sustainable Development (ESD) along with the supporting factors of the implementation of ESD in three elementary schools (SD) which are referred to as pilot education schools in Surabaya, namely SD Al Irsyad, Citra Berkat Primary Schooland Putat Gede I Surabaya Elementary School. The study used a qualitative approach with comparative descriptive methods. The instrument used in the form of in-depth interviews and documentation studies. Data analysis techniques included data reduction, data presentation and verification. The results of this study indicated that sustainable development practices that have been implemented in the Primary School in Surabaya take place (1) as diverse as conservation which includes the stages of preservation, restoration, adaptation and revitalization and ecoliteracy to facilitate so students can build connections, awareness and experience, (2) has been supported by the commitment of the school community and the leadership of the school principal as outlined in various policies and integrated into curricular and extracurricular activities, and (3) has shown a number of development indicators sustainable in the field of education. Based on the linkages of the three main aspects of ESD, it appears that practices implemented in schools are still dominantly focused on environmental activities. However, there have been efforts to link environmental activities with social and economic activities through entrepreneurship week, cultural appreciation shows and other collaborations and participation that involve the participation of school members, the community and other policy makers even though in a limited scope and simple activities.

ABTRACTListening skill as one of the basic skills in English is needed so that students are competent in English and as we know, listening is one of the four language skills. That is why listening should be taught at the beginning of lecture in English lesson and then on other language skills. From the results of this study using Classroom Action Research it can be concluded that www.ted.com is very useful especially in enhancing Listening Comprehension Part C listening skills especially if it is synergized with English Subjects. This can be justified in the first cycle which has obtained a minimum completeness of 57% then improved in the second cycle to 79%. With this significant increase, www.ted.com has become one of the learning media that improve listening skills especially TEP Listening Part C.Keywords: Listening, TEP, www.ted.com.ABSTRAKListening skill sebagai sebagai salah satu keterampilan dasar dalam Bahasa Inggris yang diperlukan agar siswa kompeten dalam bahasa Inggris dan seperti yang kita ketahui, mendengarkan sendiri adalah salah satu dari empat keterampilan bahasa. Itulah sebabnya seharusnya ketrampilan menyimak atau listening tersebut diajarkan di tingkat awal perkuliahan awal Bahasa Inggris baru kemudian ketrampilan lain. Dari hasil penelitian menggunakan Penelitian Tindakan Kelas ini dapat disimpulkan bahwa Media www.ted.com sangat bermanfaat apalagi dalam meningkatkan kemampuan menyimak Listening Comprehension Part C apalagi jika disenergikan dengan Mata Kuliah Bahasa Inggris. Hal ini bisa terlihat pada siklus I yang memperoleh ketuntasan minimal sebesar 57% kemudian diperbaiki pada siklus II menjadi 79%. Dengan ada peningkatan signifikan tersebut maka www.ted.com menjadi salah satu media pembelajaran untuk meningkatkan ketrampilan menyimak khususnya TEP Listening Part C.   Keywords: Listening, TEP, www.ted.com

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This study aims to know the Effectiveness of Student Textbooks for TEYL Teaching English for Young Learner or Primary School. Primary Teacher Education Students as agents of change will carry out the mandate of the law, that will educate the nation. Based on the theory in the background that the earlier the children are taught a foreign language, the better the abilities they will receive. Through the Teaching English for Young Learner (TEYL) they sharpen their teaching skills. The results showed that calculating the test scores on product trials after using the TEYL Student Textbook showed a significant value because the calculated t value was greater than t table.

The purpose of this study is to describe the implementation of basic education programs Special Class Service (KLK) in Primary School Surabaya. Aspects which are observed include: compatibility and appropriateness of program design, readiness of resource support, teacher and student involvement, implementation of learning, level of goals achievement, and implications for program participants. Through qualitative research with CIPP evaluation model analysis (Context Input Process Product), the researcher collected data through observation, documentation study and interview with Primary School stakeholders who are KLK organizer in Surabaya, Indonesia. The results of this study showed the implementation of KLK program runs quite well with the achievement of program objectives to capture the compulsory school age children who have not yet or drop out to obtain opportunities for education services in schools. Supporting factors the program are the availability of infrastructure facilities, the fulfillment of qualifications of teachers, government funding assistance in the form of school supplies. Inhibiting factors of the program are limited space, lack of attention and support of parents, socialization of programs that have not maximized, recruitment system that is not in accordance with the planning. This program has contributed to government efforts in facilitating education services for all.