indicates what support services which are required to implement the design plan. The last part is evaluating students’ learning in terms of their accomplishment of
objectives, with a view to revising and reevaluating any phases of the plan that need improvement. It determines how the amount of student learning will be measured.
This figure illustrates the relationship of each step in the plan to the other steps.
Figure 1: Kemp’s Instructional Design Model Kemp, 1977: 9
Revise
Goals, Topics, and
General Purposes
Learner Characterist
ics
Learning Objectives
Subject Content
Pre- Assessment
Teaching Learning
Activities, Resources
Support Services
Evaluation
b. Banathy’s Instructional Design Model
Banathy 1968: 23 proposes six major parts in designing an instructional system. The first part is formulating objectives. This step is formulating a statement
that spells out what we expect the learner to do, know, and feel as a result of his learning experiences. The second part is developing test. A criterion test based on
objectives is developed and used to test terminal proficiency. The third part is analyzing learning task. It is to find out what has to be learned by the students so that
he can behave in the way described by the objective specifications. The analysis consists of three main parts. They are the analysis and inventory of the learning
tasks, the assessment and testing of input competence and the identification and characterization of the actual learning tasks.
The fourth part is designing the system. Developing a system consists of four major strategies: The first strategy is the functions analysis. It is to consider
alternatives and identify what has to be done to ensure that the learner will master the tasks. The second strategy is the components analysis. It is to determine who or
what has the best potential to accomplish these functions. The third strategy is the distribution of function among components. It is to determine the exact activities the
learner will do. The fourth strategy is the scheduling. It is to determine when and where the activity will be done.
The fifth part in Banathy’s Instructional Design Model is implementing and testing output. The designed system can be tried out or tested, implemented,
installed, and evaluated. The last part is changing to improve. Finding of the
evaluation are then fed back into the system to see what changes if any- are needed to improve the system.
This figure illustrates the steps in Banathy’s instructional design model.
Figure 2: Banathy’s Instructional Design Model Banathy, 1968: 22
