Developing pre-assessments Theoretical Description

15 The eight stages will be discussed further as follows. Stage 1: Needs Survey This first stage is aimed at gathering information to understand the needs of learners in order to determine realistic and acceptable objectives, “a primary objective was to lay a good foundation” Yalden, 1987: 101. Thus, the designer should collect information, which covers who the learners are and what are their purposes, needs and wishes are in learning the language. In other words, there are two categories should be covered as Yalden explained that what they bring with them and where they are going 1987: 103-104. Stage 2: Description of Purpose The second stage is carried out after having done the needs survey since the data gathered will be the basis in developing the purpose of the program. Yalden stated that “the more accurately one can predict what the learners’ language or communicative needs will be, the more clearly the content of a syllabus can be delineated” 1987: 105. It means that the purpose of the language program is clarified as the foundation for the designer before selecting a syllabus type, the next stage. Stage 3: Selection or Development of Syllabus Type After deciding the description of the purpose, the designer should choose a syllabus type based on the needs survey result and the description of the purpose. There are a number of syllabus types. Nevertheless, there is no single model of syllabus design is universally used in a language program. Therefore, the designer 16 might combine more than one syllabus in order to get the most suitable and reliable syllabus design. Stage 4: Production of Proto-syllabus This stage describes the content of the syllabus will have. In other words, it describes the language and language use to be covered in the program. The information gathered from the needs survey will be beneficial to determine how many components the syllabus should have and should be related each other. Stage 5: Production of Pedagogical Syllabus In the fifth stage, according to Yalden, the designer is required to develop teaching material, learning and testing approaches which consist of testing sequences and instruments. The pedagogical syllabus form is intended to provide knowledge about the learners’ purpose in learning English for the teacher in order to be able to match it with appropriate content and teaching techniques. Stage 6: Development and Implementation of Classroom Procedures In this stage, the designer has to develop classroom procedures such as, selection of exercise types and teaching techniques, preparation of lesson plans, and preparation of weekly schedules. This stage also includes the teacher training which covers briefings or workshops on selection of exercise types and teaching techniques, desired outcomes, and exploitation or creation of teaching materials. Stage 7: Evaluation The seventh stage is the stage where the whole components of the program have to be assessed. The evaluation consists of the students, the teaching and over-all design evaluation.