Exploring the Implementation of Pre-Test in Identifying Students' Needs in Speaking Course: A Case Study at the Universal Course

Kamil, Nazla Fakhira (2026) Exploring the Implementation of Pre-Test in Identifying Students' Needs in Speaking Course: A Case Study at the Universal Course. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Pre-test is an important form of diagnostic assessment because it provides information about students' initial speaking ability and learning needs before instruction begins. In English as a Foreign Language (EFL) speaking courses, students often demonstrate diverse levels of speaking proficiency, making it essential for mentors to identify their strengths, weaknesses, and learning needs prior to instruction. This study aimed to describe how pre-tests are implemented by mentors in the speaking course at Universal Course and to explore how mentors follow up on the pre-test results to identify students' learning needs and support instructional planning. This study employed a qualitative approach with a case study design. The participants were two speaking course mentors at Universal Course. Data were collected through classroom observations and semi-structured interviews based on Brown's (2004) framework of diagnostic assessment and were analyzed using Creswell's (2012) qualitative data analysis procedures, including data organization, coding, categorization, interpretation, and conclusion drawing. The findings revealed that both mentors implemented the pre-test systematically by establishing instructional purposes, preparing speaking activities, determining assessment criteria, aligning the pre-test with the course objectives, assessing students' speaking ability, and identifying their learning needs. Furthermore, the mentors followed up on the pre-test results by reviewing students' speaking performance, reflecting on their participation and readiness, analyzing their strengths and weaknesses, and identifying learning difficulties. The information obtained from the pre-test was subsequently used to adjust teaching materials, learning activities, instructional strategies, and the level of learning support provided to students. In conclusion, the implementation of the pre-test at Universal Course reflects the principles of diagnostic assessment proposed by Brown (2004). The pre-test serves as an essential foundation for identifying students' learning needs and enabling mentors to design more effective planning and implementation of speaking course. Keywords: Pre-test, Diagnostic Assessment, Students' Learning Needs, Speaking Course.

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