This research is based on the study which is attempted to examine the use of PACA reading strategies to promote students’ teaching strategies in TEFL 1 class. The objectives of this study are (1) To find out the students’ teaching strategies in TEFL I class before using PACA reading strategies, (2) To find out the significant difference between the students who use PACA reading strategies and those who do not use PACA reading strategies in their capability of teaching strategies in TEFL I class. The population of this study is the fifth semester students of English Department in PGRI University of Semarang. There are six classes of TEFL I class  in English Department and two classes are taken as the sample of the study. The classes are 5G and 5H. They are divided into the experimental class (5G) and the control group (5H). The result of the study shows that the students in the experimental class which were taught by using the technique of PACA Reading strategies to promote their teaching strategies had better achievement than the students in the control group which were taught without using the technique of PACA reading strategies. The average score of the pre-test of the experimental class was 76.72 and the control class was 72.85. The average score of the experimental class was 81.98 and the control class was 72.85. The pre-test and the post-test score then were calculated to get the t-test to know whether there was significant difference between the experimental class and the control class. The t-test was 0.47 and the t-table was 0.213. Then the t-test and t-table were compared. The data shows that the t-test was higher than the t-table. It means that there was significant difference between the experimental class and the control class.

To achieve the goal of teaching learning, a proper method, as an instrument, plays an important role in serving the teaching learning materials. The education of pre-school is aimed to develop the life skill, which covers attitude, knowledge, creativity, and skill. The teaching learning methode that forms the child's character has to be turned back to the curriculum. It should remain concerning in the phase of the development and character of child who like playing, singing, dan moving. Finally, the teaching learning methode must be addressed in shaping academic, social, personal intellegence, and child's creativity.Key words: a proper method, pre-school, life skills PENDAHULUANAnak merupakan amanat yang harus ditunaikan oleh orang tuanya. Anak pada usia dini hatinya masih suci, bersih putih. Ia bagaikan permata yang berharga lagi indah terbebas dari semua kotoran dan kontaminasi. Ia siap dipola, diwarnai dan mempunyai sifat yang cenderung untuk mengikuti siapa yang mempengaruhinya.Menurut Aristoteles yang dimaksud dengan anak usia dini adalah 0 -7 tahun yang disebut sebagai masa anak kecil (masa bermain), dan 7 -14 tahun yang disebut masa anakanak (masa belajar atau masa sekolah rendah). Sedangkan rentangan anak usia dini menurut Pasal 28 UU Sisdiknas No.20/2003 ayat 1 adalah 0-6 tahun. Sementara menurut kajian rumpun keilmuan Pendidikan Anak Usia Dini (PAUD) dan penyelenggaraannya di beberapa negara, PAUD dilaksanakan sejak usia 0-8 tahun.

Adolescence is a period of transition from child to adult. In this transition period, teenagers tend to seek a new identity that is different from their previous identity. Key Words: Counseling, Human Trafficking, Local Youth Association AbstrakMasa remaja adalah masa transisi dari anak ke dewasa. Dalam masa transisi, remaja cenderung untuk mencari identitas baru yang berbeda dari identitas mereka sebelumnya. Proses pencarian identitas baru membuat para remaja sebagai sisi yang rentan terhadap kejahatan. Salah satunya adalah perdagangan manusia. Karena itu, untuk mengantisipasi terjadinya kejahatan perdagangan manusia, Tim IKIP PGRI Semarang mengadakan konseling tentang perdagangan manusia untuk Asosiasi Pemuda Sambiroto Tembalang, Semarang dengan tujuan utama adalah untuk membuat remaja waspada bahaya perdagangan manusia dan bahgaimana mencegah tindak kejahatan. Konseling diselenggarakan pada Sabtu 10 Maret 2012 berlokasi di RW 1 Sambiroto, Tembalang, Semarang. Acara ini dihadiri oleh 48 peserta. Materi yang disajikan dalam kegiatan ini adalah mengenai remaja dan masalah mereka. Perdagangan manusia (modus operandi dan korban utamanya), upaya pemerintah dan bagaimana mencegah hal ini. Metode yang digunakan dalam pelatihan ini meliputi ceramah, tanya jawab, dan diskusi. Hasilnya, remaja desa Sambiroto menyadari dan mewaspadi bahaya kejahatan perdagangan manusia dan mengetahui cara untuk mencegah kejahatan ini.

Fraser (1988; 1996; 1999) which are classified EDMs functions as ‘contrastive, ‘elaborative, and ‘inferential. This study designated the use of English discourse markers by University EFL students in writing production. To answer the research question on how do they disclose EDMs in producing writing, the writers employed a qualitative research approach. The object was the documentation of students’ writing result mediated on the writing class. The participants were 38 students of semester III in the academic year 2018/2019. The findings are the contrastive markers are; but 63/instead of 2/whereas 2/however 16/although 2/in the other hand /side 6. The elaborative markers are; and 597/also 105/or 69/for example 27/besides 7/moreover 3/in addition, 24/then 6/likewise 1. The inferential markers are; because 97/so 51/as a result 9/therefore 11/in conclusion 3/then 1. The most functions of discourse markers use by students are; the marker ‘but’ has a meaning ‘on the contrary. The marker ‘and’ has a meaning as ‘in addition’. Students used the marker ‘because’ to indicate ‘for the reason’. The implication of this study is that students need to understand in employing properly English discourse markers to make their writing being cohesive and coherent in texts.

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