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Event 1 All at once, I saw a grizzly bear in front of me. It was too late to run.
Event 2 I
fired my gun at the bear.
Event 3 I
missed, and the ferocious animal attacked me. Event 4
I went unconscious.
Event 5 Later, I woke up in great pain, unable to walk.
Event 6 The bear’s
claws and teeth had torn gashes all over my body.
Event 7 But I did not die. I survived
Event 8 I
set out crawling to the nearest help at Fort Kiowa, almost 100 miles away.
Event 9 A few miles from the fort, a group of Sioux Indians found me.
Event 10 They
fed me and cared for my wounds.
Event 11 Then they took me to the fort.
Reorientation The day when a grizzly bear attacked me would never be forgotten all my life.
Adapted from Building Skills in English, 1988: 2
2.1.6 Banathy’s Instructional Design
Bela H. Banathy is known for her system design and instructional design. Her instructional design emphasizes educational field.
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Banathy states that a system contains subsystems. She notes that education is a system. It means that an instructional material is a subsystem of the education
system. A system is built upon three components, namely purpose, content, and process. Moreover, Banathy suggests six steps to design an instructional system
and those three components are included in the six steps. The first step is to state the objectives of the system. The objectives of the
system cover the expected performance of the learners after they accomplish the selected learning experiences. The specifications of objectives are:
1. Objectives are specified from the overall purpose of the system.
2. Objectives should be measurable and can also be used as the main direction of
the system. 3.
Objectives should be continually improved. The improvement of the objectives should reach down the individual task level.
4. Objectives should be specifically stated in order to be used as the basis to
develop the system. The second step is to develop tests to assess how far the learners achieve
the objectives Develop Test. The tests are developed based on the objectives formulated in the first step.
The third step is to determine what learning tasks should be conducted by the learners in order to achieve the intended performance. In this step, the
competencies of the learners should be assessed since it would be a waste of time
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to teach competencies that the learners already possess Analysis of Learning Task. To select the actual learning tasks, the designer of the system has to
subtract the learners’ capabilities Input Competence from a set of learning tasks Inventory of Learning Tasks. The relation among the inventory of learning tasks,
input competence, and actual learning tasks is presented in Figure 2.6.
Figure 2.6 Identification and Characterization of Learning Task Banathy, 1976
The fourth step is to design the instructional system Design of System. In this step, the designer of the system should consider two important elements,
namely function analysis and component analysis. Function analysis refers to what has to be done by the learners in order to master the tasks. While component
analysis refers to who has the best potential to carry out the function analysis. The fifth step is to test the system whether it is already met the objectives
Implement and Test Output. This step can be done by implementing the instructional system in the actual environment. As the output of the system, the
performance of the learners is evaluated in order to assess whether they already behave in the expected way.
The sixth step is to improve the instructional system based on the findings of the evaluation. The changes of the system are conducted in order to achieve the
intended objectives Changes to Improve. Inventory of
Learning Task Input
Competence Actual Learning
Task
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Figure 2.7 Banathy’s Instructional Design Model
