Considering goals, topics, and the general purposes for teaching each topic Enumerating the learners’ characteristics

14 means to ensure the learners’ acquisition to communicate in more appropriate and efficient way Yalden, 1987: 86-87. Janice Yalden sets out eight stages in language program development, presented in Table 2.1. Table 2.1. Stages in Language Program Development by Yalden 1987: 89 Stage Description I Needs survey II Description of purpose to be prepared in terms of 1. student characteristics 2. student skills on entry to and on exit from the program III Selection or development of syllabus type in terms of IV and physical constraints on the program IV The proto-syllabus: description of language and language use to be covered in the program. V The pedagogical syllabus: development of teaching, learning and testing approaches. 1. development of teaching materials as far as possible 2. development of testing sequence and decisions on testing instruments VI a Development of classroom procedures: 1. selection of exercise types and teaching techniques 2. preparation of lesson plans 3. preparation of weekly schedules b Teacher training: briefings or workshops on 1. selection of exercise types and teaching techniques 2. desired outcome 3. exploitationcreation of teaching material VII Evaluation 1. of students 2. of program 3. of teaching VIII Recycling stage 1. congruence or ‘fit’ between goals set and student performance is determined 2. content is reassessed 3. materials and methodological procedures are revised 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