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The objective of this research is to investigates the assessment strategies that required to be implemented, and are favorable for the learners in order to rectify EFL students’ performance regards to their language performance. This study conducted based on the presumption that teachers merely consider students’ preference on how they want to be assessed. A need analysis is administered to meet the objective of the research. The result indicates that learners mostly prefer to have corrective feedback from the teacher during the teaching and learning activities, meanwhile performance task and quiz assessment are preferred by learners as their assessment strategies instead of summative assessment. Nevertheless in spite of that, KWL assessment strategy is also recommended for the teaching and learning of English.

The objective of this study was to investigate students' hardships and their factors in creating descriptive texts. The subject of this study was the fourth semester of IAIN Sultan Amai Gorontalo's English Education Program. 39 students were involved in this study. Three types of instruments were employed to gather the data: documentation, questionnaires, and interviews. The document was used to evaluate students' proficiency in five writing-related areas. The questionnaire was designed to identify specific challenges with descriptive text composition. The purpose of the interview was to identify factors contributing to students' difficulty in writing descriptive texts. This study employed mix method. This study revealed that students had difficulty with content, organization, and mechanics. In terms of content, students struggled with constructing subject sentences (30.76%), supporting sentences (59.97%), and closing sentences (38.46%). Students had trouble repeating essential terms (28.20%), utilizing linking words (28.20%), and explaining the topic (43.58%). In technical, students experienced difficulty with punctuation (12.82%) and capitalization (20.51%). The factors of hardship were self-motivation, self-confidence, lack of reading, and lack of practice were internal issues. External influences included the chance to write, learning materials and media, and the absence of feedback in the teaching and learning process.

This article is the research result of teaching-learning Academic Writing to English Students Department, UNG in the fourth semester of 2020. This research objective is to enrich applying theories accessed from online books and international Journals by avoiding plagiarism in students’ writing essay as theoretical bases of their research. Besides, they would be able to communicate in the target language of writing skill as a maximum standard. There are three categories of the rubric to analyze essay in this qualitative method; a) choosing ideas in introductory sentences before taking quotations, b) accuracy diction selection, and c) linkage ideas in well sentences formulation after choosing the quotation/paraphrase. The result, from 25 students’ writing, there are 15 students who got value of A category (60%), 5 students with A- category (20%), 3 students got B+ category (12%), and 2 students got C (8%).