The use of appropriate technique in order to achieve the goal of teaching and learning English takes the important role in English language teaching. Young learner as the basic of education is one of objects in education. It needs an appropriate approach to teaching English for young learners. One of appropriate approaches is theme-based approach. It is an approach of organizing teaching around themes or topics making it possible to integrate instruction across core areas such as listening, speaking, reading, and writing. This study aims to find out the use of theme-based approach to teach English vocabulary for young learners in English club of Nur Hidayah Elementary Islamic School Surakarta. Besides, it also to investigate students' responses toward theme based approach applied in teaching English vocabulary. Data collected from a survey conducted on 24 students of English Club in Nur Hidayah Islamic Elementary School. The technique of collecting the data used observation, interview, and documentary. The data summarized on the usefulness of theme-based approach in teaching English vocabulary. The result of the study showed that the use of theme-based approach is important used by the teacher to get student understanding in learning vocabulary. Furthermore, the teacher should provide various activities maintained student's interest during the lesson.

Self-Assessment is one kind of assessment technique that used by the teacher and conducted by the students in making grade of learning. By using this kind of assessment, students are stimulated to find strength and weakness in learning process, to assess the understanding about material given by the lecturer, and to judge the achievement in Academic writing class. This paper aimed to investigate the roles of self-assessment in Academic Writing Class. Purposive sampling used as sampling technique, where 5 students in Academic Writing Class involved as research sample. Self-assessment questionnaire applied in this research to know the roles of self-assessment in Academic Writing class. Interview also conducted in collecting some additional information regarding the student difficulties in conducting self-assessment. The result of the study showed that the use of self-assessment in Academic Writing class is important to know students strength and weakness in teaching and learning process, to increase the motivation in writing, and to improve the writing performance. This research expected to give contributions in the educational development especially encourages student’s awareness to optimize the use of self-assessment in Academic Writing Class and as consideration for the teachers in conducting assessment process in the teaching and learning activity.