Santaria, Rustan

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THE DEVELOPMENT OF TUDASSIPULUNG COOPERATIVE LEARNINGMODEL IN IMPROVING STUDENTS MOTIVATION TO SUCCEEDDr. Rustan Santaria., M.Hum.STAIN Palopo – Sulawesi Selatanrustan_santaria@iainpalopo.ac.idDr. Rusdiana Junaid, M.Hum., M.A.Universitas Cokroaminoto Paloporusdianajunaid@uncp.ac.idAbstractTudassipulung is a term that is used massively by the Bugis society before the IndonesianNew Era to conduct important meetings in order to take decisions which were usually led bythe the head of sub districts or the tribe’s leaders. This term is formed by two Bugis rootwords, namely tudang which means duduk (sit) and sipulung which means berkumpul(gathering). These two words became a new compound word, tudassipulung. This word issynonym with rapat, means ‘meeting’, ‘conference,’ ‘round-table,’ etc. At the meeting allthe participants should value and respect each other. At the meeting, decisions are taken bytaking several local wisdoms into consideration, such as mutual respect (saling menghargai/sipakatau), reminding or giving advice to each other (saling menasehati/ mengingatkan/sipakainge’) so that everyone can do and complete his/her job on time. Tudassipulungworking principles and procedures, to the best of the writer’s knowledge, are suitable to beapplied in teaching and learning process in the classroom, particularly when the learningactivities require cooperation. This in turn, will create good values which are important to beimparted to students. Among others are mutual respect, responsibility, discipline,communication skill, empathy, ability to collaborate with other people, etc. All these can beapplied when assigning tasks to students both in and out of the classroom. Overall activitiesperformed by applying tudassipulung cooperative learning model are strongly believed canimprove motivativation of students to succeed.Key words: tudassipulung, learning model, collaboration, local wisdomA. INTRODUCTIONCooperative Learning is a teaching arrangement that refers to small, heterogeneous groups ofstudents working together to achieve a common goal (Kagan, 1994). Students work togetherto learn and are responsible for their teammates' learning as well as their own. The basicelements are:1. Positive Interdependence - occurs when gains of individuals or teams are positivelycorrelated.2. Individual Accountability - occurs when all students in a group are held accountable fordoing a share of the work and for mastery of the material to be learned.3. Equal Participation - occurs when each member of the group is afforded equal shares ofresponsibility and input.4. Simultaneous Interaction - occurs when class time is designed to allow many studentinteractions during the period.Hundreds of studies have been undertaken to measure the success of cooperative learning asan instructional method regarding social skills, student learning, and achievement across alllevels from primary grades through college. The general consensus is that cooperativelearning can and usually does result in positive student outcomes in all domains (Johnson &Johnson, 1999). However, very few studies have been published that specifically target theuse of Spencer Kagan's Structures of Cooperative Learning (Kagan, 1994) as teachingmethods to increase student achievement. Therefore, the purpose of this paper is to applyKagan's cooperative learning structures at university level hoping that students will get higherscores and this in turn will improved their motivation to succeed.B. WHAT IS A TEACHING MODEL?A Model of teaching is a design of the entire teaching-learning environment to achievedesired learning objectives. In broad perspective Joyce & Weil consider it as “a description ofa learning environment”(1996). More recently model-based teaching has been defined as animplementation that brings together information, resources, learning activities andinstructional strategies intended to facilitate” desired teaching-learning goals. A teachingmodel consists of four fundamental elements:1. Focus – refers to the goal or objectives of teaching,2. Syntax – involves a description of the process and structure of the teaching and learningactivities employed to achieve the goal. It may also indicate certain principles to guide theteacher,3. Social System – indicates studentteacher roles, their relationships and norms of inter-personal behavior,4. Support System – specifies the resource material needed for implementing the lesson andindicates ideational as well as material resources.C. WHAT IS TUDASSIPULUNG TECHNIQUE?Tudassipulung is a term that is used massively by the Bugis society before the IndonesianNew Era to conduct important meetings in order to take decisions which were usually led bythe head of sub districts or the tribe’s leaders. This term is formed by two Bugis root words,namely tudang which means duduk (sit) and sipulung which means berkumpul (gathering).These two words became a new compound word, tudassipulung. This word is synonym withrapat, means ‘meeting’, ‘conference,’ ‘round-table,’ etc. (Rustan, 2013).At the meeting all the participants should value and respect each other. At themeeting, decisions are taken by taking several local wisdoms into consideration, such asmutual respect (saling menghargai/ sipakatau), reminding or giving advice to each other(saling menasehati/ mengingatkan/ sipakainge’) so that everyone can do and complete his/herjob on time properly. Tudanssipulung working principles and procedures, to the best of thewriter’s knowledge, are suitable to be applied in teaching and learning process in theclassroom, particularly when the learning activities require collaboration, which is alsorelevant with the nature of collaborative teaching. This in turn, will create good values whichare important to be imparted to students. Among others are mutual respect, responsibility,discipline, communication skill, empathy, ability to collaborate with other people, etc.1. Tudassipulung: A StrategyTudassipulung is a kind of strategic achievement of learning objectives. Theimplementation of this strategy can be applied to several kinds of techniques, such as themethod of discussion, question and answer, and lecturing. To differenciate among the termsof strategy, method and technique, Rusman (2011: 132) concludes his opinion on differentstrategies and methods that different strategies with the method. This is in line with theVienna statement in Sanjaya, (2006: 127). she suggests that strategy on a plan to achievesomething, while the method is a way that can be used to implement the strategies. In otherwords, the strategy is a plan of operation of achieving something, while the method is a wayin achieving something.The principle and procedure in this tudassipulung custom can be brought into the scopeof classroom learning tasks and completion groups instruction method - usually with fiveprinciple - the principle of cooperation such as cooperative active learning, and collaborativeapproaches such as Jigsaw, TGT, and so on, that may impact to increase attitude ofcooperation, mutual respect, caring, responsibility, discipline, communication skills,respecting local culture ability. Collaboration can be cooperation between individuals and canalso be collaboration between groups of a class to complete their tasks, both inside andoutside the classroom to do assignment (see the attached pictures).b. Characteristic of Tudassipulung TechniqueThe distinction factors between the model of Tudassipulung technique from any otherccooperative learning models can be seen in terms of other forms of activities, functions, andinterpersonal relationships teaching and learning group. In addition to the mechanism of thelearning process in the classroom, tudassipulung technique also emphasizes the completion ofset tasks outside the classroom, including the preparation of paper or other kinds ofpresentation materials before conducting presentation of the groups in the classroom. Writinga paper activity is assumed to provide an opportunity to train students' ability to think, to gaininformation/ reference [inquiry], and to practice their skill to write scientific writings. Thetopic of the papers those are distributed to each group is adjusted to the subject mattercontained in the syllabus for a semester term or can be adapted to teaching materials. It isrequired maximum amount of two papers be able be presented in each class meeting.In addition, the model of tudassipulung technique has elements of local culture arealso present, and allow it to be developed on the other local cultures of the whole Indonesianarchipelago varieties. It can draw on local knowledge of learners culture so that absorptionlearners will be more meaningful and more quickly and motivated to learn. In terms ofpersonal relationships and groups, tudassipulung technique is somewhat different from othercooperative learning techniques. Interpersonal relationships, the pattern of the individual'srelationship with others, individuals with internal groups (cooperation), group relations withexternal groups (competition). The principle of cooperation and competition are colored withlocal cultural nuances of the speech act that is the distinguishing feature betweentudassipulung technique from other cooperative learning models. All these can be appliedwhen assigning tasks to students both in and out of the classroom. Over all activitiesperformed by applying tudassipulung cooperative learning model are strongly believed canimprove teachers’ professional competence and motivate students to succeed.Tudassipulung technique of cooperative learning is a learning strategy that can beassumed to be relevant to the new paradigm of education mentioned above becauseTudassipulung technique matches the reprecentation of the concept, to arrange the patternsthat embody meaning, by linking the academic content to the context of everyday life in theform of cooperation (group work). In this case, students be able to practice the academicprocess of information includes information that relates directly to the experience in thecontext of everyday life of learners. It is important to be applied that the information receivedis not only stored in short-term memory, which is easily overlooked, but can be stored in longterm memory as weel, so it will be internalized and applied in work tasks or later lifeexperiences.Sudrajat (2013) states that Collaboration assumes the importance of cooperation(cooperative) that was built based on the consensus of its members, not the individualcompetition among group members. In the group will be sharing the role, duties and authorityof each member work. Each member of the group seeks mutual respect and the ability tocontribute to the activities of the group.D. DESIGN OF A MODEL BASED ON TUDASSIPULUNG TECHNIQUE OFCOOPERATIVE LEARNINGProcedures of Tudassipulung Technique1. Clarification/fokus the implementation steps for tudassipulung (120 minutes)2. Preparation befor conducting grouped discussion such as making paper, or other kinds ofpresentation (a week)3. Election of spokesman who would represent the tudassipulung group (10-15 minutes)4. Preparatory discussions of Tudangsipulung at be about the discussion begin (2 minutes)5. Presentation and discussion of tudangsipulung (45-55 minutes}6. A peer assessment using the check list (10-15 minites)7. Authentic assessment and presentation award by the lecturer/teacher (15-25 minutes)TUDASSIPULUNG SYNTAXSubject : ----------------------------------------------------------Credits : 2 credits (2 X 60 minutes)Approach : ConstructivismClass setting : Group discussionLearning model : Pembelajaran Kooperatif; Teknik TudassipulungEvaluation : Authentic AssessmentMeeting : 1- 2; discussion Tudassipulung ke 1Learning Outcome : Students are able to explain ..... (learning obectives)@ T = teacher @ Ts = teachers @ S = student @ Ss =Students  @TS=TudassipulungNo Who Time Frame Type of Activity Activity Details1 T- Ss 120 minutes Overview of the course,group and tasks division,explanation of tudassipulungtechnique.Lecturer explains the procedures oftudassipulung technique in thelearning process; put the students intogroup of 5-7. Then, the students areassigned to write a paper based onthe given topic to be presented ingroup.2 T- Ss One week Clarification & focus(second meeting and so on.);Preparation of groupdiscussion, paper writing orother forms of assignments.Lecturer explains topics that will bediscussed briefly using tudassipulungtechnique.3 Ss- T 10-15 minutes Group discussionpreparation usingTudassipulung techniqueStudents arrange their seats based ontheir groups. Every student will haveother groups paper and they have toread them before discussing the firsttopic, or other topics based on theclass agreement.4 Ss -Ss 2 menit Pointing a speaker as therepresentative of the group.Each group will choose one studentas a speaker to present the results oftheir discussion in front of the class.5 Ss -Ss 40-55 minutes Discussion preparation,presentation, and discussionusing tudassipulungtechnique and focusEach group discusses their paperbefore distributing to the othergroups. Each group will have adiscussion after the other grouppresenting its paper.6 S - Ss 10-15 menit Peer assessment is done.Presenters should assesstheir peers by usingchecklist.After the discussion, presentersassess their peers using checklist thathave been provided before.7 T - Ss 20-25 minutes Authentic Assessment isdone by the lecturer. S/hegives a reward to studentswho perform well.Lecturer assesses the students basedon their participation bothindividually and in group. Those whoperform well will get a present as areward for their meaningfulparticipation.E. CONCLUSION1. As a technique of cooperative learning, tudassipulung application could enhance students’motivation in reaching their achievement both in classroom or outdoor presention.2. The rational of Tudassipulung technique enable the lectures or teachers to develop andcreate their own way in any class and material settings as long as the development is basedon the prinsiple of cooperating learning and and constructivism approach.3. Based on the replection since this technique developed, the students of English and non-English classes those tought by the writers, tend to motivate the students intensively.Teaching and learning process in tudassipulung technique in a classroom precentationTeaching and learning process in tudassipulung technique outdoor precentationREFERENCESJohnson, D. W. & Johnson R. T. (1999). Learning Together and Alone: Cooperative,Competitive, and Individualistic Learning (5th ed.). Boston: Allyn and Bacon.Joyce, B & Weil, M. (1996). Models of teaching. Fifth edition. Prentice-Hall, Inc., New DelhiKagan, S. (1994). Cooperative Learning. San Clemente, California: Kagan Publishing.Rusman. (2011). Model-model Pembelajaran: Mengembangkan Profresionalisme Guru,Jakarta: Raja Grafindo Persada.Rustan, S. (2013). The Application of Tudassipulung Cooperative Learning Model inImproving Lecturers Profesional Competence  (Proceeding) a paper preseted at SeminarNasional Pendidikan conducted by Universitas Negeri Padang.Sudrajat.(2013). Antara Pembelajaran Kolaboratif dengan Pembelajaran Kooperatif,http://akhmadsudrajat.wordpress.com/2013/05/06/pembelajaran-kolaboratif-dan-pembelajaran-kooperatif/ diakses pada tanggal 21 Oktober 2013.Wina Sanjaya. (2006). Strategi Pembelajaran Berorientasi Proses Standar ProsesPendidikan, Jakarta : Kencana Prima

DEVELOPMENT OF TUDASSIPULUNG COOPERATIVE LEARNING MODEL IN IMPROVING STUDENTS MOTIVATION TO SUCCEED, THE

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THE DEVELOPMENT OF TUDASSIPULUNG COOPERATIVE LEARNING MODEL IN IMPROVING STUDENTS MOTIVATION TO SUCCEED

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