14
8. Evaluation The designer makes evaluation of students’ learning. Evaluation is needed to
control and decide the results of the design that have been constructed. The teachers are ready to measure the learning outcomes relating to the objectives that indicate
what the evaluation should be. By stating them clearly, teachers have assured measuring directly what they are teaching Kemp, 1977: 91.
According to Kemp, a plan is flexible. There is interdependency among the eight elements; decision relating to one may affect others. The planers may begin any
step and then move back and forth to the other steps. The sequence and order are the planner’s choice. However, they should eventually treat most of the eight.
b. The Nature of Yalden’s Model
There are seven stages proposed by Yalden 1987: 101 in developing a language program. These stages are briefly summarized as follows:
Stage 1: The Needs Survey The initial stage is administering a needs survey. Basically, this survey has
two main purposes: to find the students’ communicative needs and to learn about the physical resources. A needs survey is also worthwhile conducting as it provides an
15
understanding of the students before the program commences, which enables the designer to set realistic and acceptable purposes Yalden 1987: 101.
Stage 2: The Description of the Purposes The second stage describes the purpose of the program which can be carried
out when the needs survey is finished or at least still in progress. This stage is significant in establishing the foundation for the major decision, when the designer is
working out the next stage, namely the selection of the syllabus type Yalden 1987: 105.
Stage 3: The choice of Syllabus Design
The designer should make decision on what type of syllabus will be employed. Since there is no definite syllabus design, a number of solutions are
offered. They range from an adaptation of the existing syllabus to an entirely learner- oriented syllabus. However, as Yalden suggested, the combination of various models
is possible Yalden 1987: 108.
Stage 4: The Proto-Syllabus The designer produces a proto-syllabus or the description of language and
language use to be elaborated in the program. It means heshe should also describe
16
the content of the syllabus. This will cover several components, such as; topic, communication functions, variety of language and grammar Yalden, 1987: 138.
Stage 5: The Pedagogical Syllabus Yalden explains that the designer is supposed to develop teaching, learning
and testing pedagogical syllabus. Therefore, teaching materials should be prepared and testing sequence and decision on testing instruments must also be developed.
Moreover, a stock of words and phrases suitable to the topics in the program is identified. Yalden, 1987: 144
Stage 6: The development and Implementation of Classroom Procedures This stage consists of the selection of exercises and teaching techniques
applied in the classroom, preparation of lesson plan as well as weekly schedules. Yalden also mentions that the teaching training contains briefings or workshops on
principles, expected outcomes and the creation of teaching materials. Yalden, 1987: 89
Stage 7: Evaluation
The final step is evaluating which comprises two aspects. Firstly, it evaluates the students in the program, and secondly it assesses the teaching as well as the whole
17
design of the course. If there are any difference, revision of the materials and teaching approaches must be carried out. Yalden, 1987: 96
The following figure explains those seven steps in a systematic
Figure 2.2: Language Program Development Yalden, 1987: 88.
c. Conclusion
