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"Magodang anak, pangolihononhon, magodang boru pahutaon (pamulion)"

Meaning: If your son is an adult, he will look for a wife (married) and if he's grown daughter should be married (her husband live in the village).
   In traditional Batak Toba, the union of two people of the community members through marriage cannot be separated from the interests of the people concerned. Thus a whole series of traditional marriage rite Toba Batak-affirm the importance of the role of the community, even he cannot be separated from the role of the community. This is seen from the dynamics of the circuit-rite Toba Batak traditional marriage, as described this paper.

 TRADITIONAL MARRIAGE RITE CIRCUITS BATAK TOBA

a) The
Ritus
In general, the traditional Batak Toba, the marriage ceremony was preceded by an engagement ceremony. This ceremony is special and autonomous; terminated in a manner that ensures both the unification of both the bride and groom start to the new environment, as well as separation and transition of the transition remain, as will be confirmed in the marriage ceremony.
Thus, marriage rituals consisting of “unification procedure fixed or permanent"  into the environment (social) new and procedures that are personal union. (Arnold van Gennep, the Rites of Passage. London & Henley: Routledge & Kegan Paul, 1965, p. 116].
By type rite or ordinance is used, customary marriages Bata Toba divided into 3 (three) levels:
1. Performance: marriage rites were performed by all customs procedures Batak Dalihan Tolu. This is what is referred to as a regular marriage rites ritual (performance);
2. Mangadati: marriage rites are performed not by traditional Batak Dalihan Tolu, so the couple eloped mangalua or, but his rite itself is done before the couple had children, and
3. Pasahat toast toast ni pahoppu: marriage rites were performed outside the traditional Batak Dalihan Tolu, so the couple concerned mangalua and his rite held after having children.

b) Functions and Roles
The complexity of the Batak Toba traditional marriage ceremony includes the role of subjects and objects involved. According to Arnold van Gennep (Arnold van Gennep, p. 117-118.), The complexity of the marriage ceremony can be described in 5 (five) principal problems: two different types, lineage, family, tribe, and place of residence:
The collectivities in question are: the two sex groups, sometimes represented by the ushers and bridesmaids, or by the male relatives on one hand and the female relatives on the other; patrilineal or matrilineal descent groups; the families of each spouse in the usual sense of the word, and sometimes families broadly speaking, Including all relatives; groups such as a totem clan, fraternity, age group, community of the faithful, occupational association, or Caste to which one or both of the young people, their mothers and fathers , or all their relatives belong; the local group (hamlet, village, quarter of a city, plantation, etc).
Interestingly, the traditional marriage rite Toba Batak, besides the bride and groom were also involved throughout the community. The difference, a series of roles in Toba Batak traditional wedding ceremony is always associated with the three major positions in customs: sling-sabutuha / sling-tubu, Hulahula, and Boru.

c) Exchange of Achievement
In addition to the importance of initiation (the transition), and the roles involved, marriage also involves economic aspects with all kinds of interests in it, including in terms of planning a wedding that will be implemented. The role of the basic aspects of the economy, for example, is evident in a set amount of money, payment, and refund payment: bride price (sinamot), payment of the service the bride during the marriage ceremony took place, etc...
The concepts of “payment” in the indigenous marriage include "payment" by the groom or his father or caretaker relatives of the bride. This payment is in fact a major part of the legalization of marriage according to traditional Batak Toba. When this exchange has been fulfilled, then it is a valid marriage and a new family was self-sufficient, and if the opposite is the case, then the groom must be dedicated to the family until her marriage demands are fulfilled (cf. Story of Jacob and Rachel in Genesis 29 : 20). That is, the validation of a marriage includes a whole series of "achievements": the act of paying what is required of traditional / indigenous demands to pay for something that comes from effort or ability.
The consideration is if the family, village or clan lost productive members (male or female to be married), should at least get a "reward" of the parties "get" them. In the marriage ceremony of indigenous Batak Toba, this is explained in the symbolic act of distributing food, clothing, jewelry, and above all, it was a lot of procedures that includes the "ransom".
"Atoning ransom" this always happens at the same time with the farewell ceremonies. Bride price, according to customary law, is owned by the daughter, and the deal was seen from eating together, visiting each other between the families, the exchange of gifts given by relatives, friends, and neighbors.

  TRADITIONAL MARRIAGE DISTINCTIVENESS BATAK TOBA
Characteristics

the process of traditional marriage in Toba Batak culture-embracing law of exogamy (marriage outside a particular ethnic group). This is seen in the fact that in-Toba Batak society: people do not take a wife from among the clan itself (namariboto), women left the group and moved to the husband, and is patrilineal, with the aim of preserving lines husbands in the male line. Land rights, property, name and position can only be inherited by the male line.
There are two (2) main characteristics of an ideal marriage-Toba Batak society, namely (1) Based on rongkap ni Tondi (mate) of both families, and (2) Supposing the bride and groom have rongkap ni gabe (happiness, well-being), and thus they be blessed with many children.
While the discord between husband and wife, Tondi happen when they can no longer live in harmony (so olo marrongkap tondina) and it will appear in the future. This disharmony may result in divorce. Instead, once they have children, the bond between couples will become stronger and more solid bond of love. Exogamy law, as noted above, even inherent in every person Batak Toba until now. So, it is probably not surprising, if there is still fear to break them.
A barrier to truly break the shackles of exogamy is fear of bursting the spirits of the ancestors. Fear is increasing by the emergence of several cases, the deliberate violation of a few couples to ban marsubang (taboo) which ended badly for the perpetrators.
1. Marsumbang / Marsubang. That included offenses, among other na-Boan tarboan Rohana (controlled by desire), the person who runs the iboto discordant (sister of the clan members themselves). Besides marsubang ban, other relationships are not diperkenenkan marpadanpadan (cohabiting).
2.
Marpadan-padan (cohabiting). New Marsumbang permissible if the marriage ever held between the two groups was not repeated for several generations. If there is a violation of the ban, the public opinion and public power tools will be required to intervene. Rite is as follows: gondang mangkuling, babiat tumale (gong pounding, roaring tigers), that is, the people would gather to catch and punish the perpetrators. Proverbs are used for all actions that violate moral is: "Manuan fur-roomy roomy ni chapters; Mamungka so uhum na, na so so mambahen." (Planted bamboo in the pig passes, do not obey the law and run a taboo).
Marriages are made for violations shall be canceled. The man who did so, and the parties were required to perform conversion parboru (manopoti / pauli uhum) or otherwise unlawful (dipaduru in ruar slave ni), ostracized from social life as determined by custom.
Rite is as follows.
• The parties must present breaking banquet consisting of meat and rice (manjuhuti mangindahani).
• Buffalo or cow slaughtered to fix the name of the head and chair of the polluted because of the incident. Food is served as well as a purification (panagurasion) of land and its inhabitants.

   STAGES OF TRADITIONAL MARRIAGE BATAK TOBA
Customary Marriage Batak Toba basically very dynamic, beautiful and full of meaning magical. However, in this era such rituals often considered excessive, complicated and long-winded.
a. Paranakkon Hata
Paranakkon hata proposal by paranak convey meaning (the man) to parboru (the women);
1. The woman immediately gives an answer to the 'messengers' the men on the same day, and
2. Parties told to paranak panakkok hata each one dongan tubu, boru, and dongan sahuta.
b. Marhusip
1. Marhusip means to discuss procedures to be implemented by the paranak in accordance with local customs (adat Ruhut huta i) and in accordance with the wishes parboru (the women);
2. At this stage never discussed dowry (sinamot). Only discussed matters relating to marhata sinamot and other provisions, and
3. Parties are asked to marhusip each one sling-tubu, boru-tubu, and sling-sahuta.
c. Marhata Sinamot
1. Party to marhata sinamot are each 2-3 people from sling-tubu, boru and sling-sahuta.
2. They did not bring any food, except for snacks and drinks.
3. Discussed only the portion sinamot and sinamot.
d. Saut Marpudun
In Marpudun saut been decided: the provisions regarding certain sinamot, to the provision of shelter sinamot todoan Jalo, provisions sinamot to parjambar na GOK, provisions sinamot to parjambar sinamot, parjuhut, juhut portion, where the ceremony, the ceremony date, the provisions regarding ulos be used , the provision of ulos-ulos to the paranak, and provisions on customs.
Stages as follows.:
1. Marpudun saut means realizing what was said in paranak Hata, Marhusip, and marhata sinamot, and
2. All three levels are discussed at previous talks dipudun (inferred, summarized) into one for further validated by indigenous elders. That's what dipudun saut.
After all it was decided and approved by the paranak and parboru, the next step is to submit Böhi ni sinamot (dowry payment) to match the dibicarakan.setelah parboru Böhi ni sinamot up to parboru, eat together and then held padalan portion (sharing portion ). In mardipudun saut no discussion tawarmenawar sinamot, because immediately notified to the audience, then parsinabung parboru take over the conversation. Pariban was the first to be given the opportunity to speak, followed by simandokkon, pamarai, and last by Bone. After completion of talks with the Jalo todoan the decision parboru finished; subsequent decision was made to carry out the delivery to paranak Böhi sinamot and Böhi ni ni sijalo todoan. The rest will be handed over at the peak of the event, namely during the wedding ceremony later).

e. unjuk
All the marriage ceremony (ulaon performance) should be done in the women's pages (experience parboru ni), where the ceremony was held. Here is an ordinance of the motion:
1. Calling clay ni ni boru muli Bones continued to determine seating. [Regarding the seating inside the marriage ceremony described in Dalihan Tolu.
2. Preparing food,
3. Paranak provide Margoar Na Ni Sipanganon of parjuhut horbo,
4. Parboru deliver dengke (fish, usually carp),
5. Prayer eating,
6. Distributing shelter,
7. Marhata custom - consisting of [1] response by parsinabung ni paranak, [2] followed by parsinabung ni parboru, [3] Comments parsinabung ni paranak, [4] ni parboru parsinabung response,
8. Pasahat sinamot and todoan,
9. Mangulosi, and
10. Padalan Olopolop.
F. Tangiang Parujungan
Prayer sign of the completion of the marriage ceremony penutut traditional Batak Toba.

 CONCLUSIONS
So, from the above explanation can be concluded that the process and procedures for marriage in Toba Batak tribe so is complicated and has its own characteristics different from his other customs.
There are also planning its implementation, such as:
1. Rite (engagement ceremony), which consists of 3 (three) levels:
     a. show
     b. Mangadati
     c. Pasahat toast toast ni pahoppu
2. Functions and Roles (complexity Batak Toba traditional marriage ceremony includes the role of subjects and objects involved in it)
3. Exchange of Achievement

In addition, in its implementation, the Toba Batak traditional marriage, it also has several stages:
A. Paranakkon Hata
B. Marhusip
C. Marhata Sinamot
D. Saut Marpudun
E. show
F. Tangiang Parujungan\


BIBLIOGRAPHY
1.      Lusius Sinurat, Inkulturasi Ritus Perkawinan Adat Batak Toba. Unpar: FF Unpar, 2005


3.      Indonesia's Population: Ethnicity and Religion in a Changing Political Landscape. Institute of Southeast Asian Studies. 2003.


4.      Adelaar, K.Alexander  1995 Toba Batak

5.      J. P. Sarumpaet  1986 The Samosir dialect of Toba-Batak












definition of cooperative learning
Cooperative learning is a method of instruction that has students working together in groups, usually with the goal of completing a specific task. This method can help students develop leadership skills and the ability to work with others as a team. However, gifted students are often placed in groups with non-gifted children, sometimes with the goal of having the gifted student help the others, either directly or by example. In these instances, the gifted student is not likely to learn anything new, while the non-gifted students are not likely to develop any leadership skills. Five recently published methods for conducting cooperative small-group learning in the classroom, and the experimental studies conducted by the authors of these methods are examined, evaluated, and compared in this study. The five methods are: Aronson’s Jigsaw classroom, DeVries’ Teams-Games-Tournaments (TGT), Slavin’s Student Teams and Academic Divisions (STAD), the Johnsons’ cooperative learning approach, and the Sharans’ Small-group Teaching method. The former three methods are categorized as Peer-Tutoring methods, while the latter two are classified as examples of a Group-Investigation (G-I) approach. Findings are considered from experimental studies with these five methods, in terms of their differential effects on academic achievement, students’ attitudes, and on ethnic relations in desegregated classrooms. The implications of the distinction between Peer-Tutoring and G-I methods are explored. New directions for research are suggested with these cooperative small-group techniques which appear to exert noteworthy effects on a variety of cognitive and social-affective variables.


A.STAD IN COOPERATIVE LEARNING
The definition STAD some of experts
According to Slavin, STAD get children involved in active learning and simultaneously builds both a team.
Roland (1997) reports, show that when the STAD approaches compared with the whole class method, students generally evidence greater development of both oral interaction skills and social interaction skills. Assigned group tasks must be aligned with targeted objectives, such as comprehending, translating, making connections, assigning meanings, organizing the data, and assessing the relevancy and uses of the information they study.
So, we can conclude that STAD in cooperative learningclassrooms is to make students sit in groups and interact with one another.
STAD process:
(1) the teacher explained,
(2) Students learn together in teams
(3) test-end,
 (4) Evaluation and award; practice quizzes and final test quiz
 
 
Student Teams-Achievement Divisions (STAD)
A cooperative learning method for mixed-ability groupings involving team recognition and group responsibility for individual learning.
Student Teams-Achievement Divisions (STAD)  In Student Teams-Achievement Divisions (STAD) (Slavin, 1994a), students are assigned to four-member learning teams that are mixed in performance level, gender, and ethnicity. The teacher presents a lesson, and then students work within their teams to make sure that all team members have mastered the lesson. Finally, all students take individual quizzes on the material, at which time they may not help one another.
            Students’ quiz scores are compared to their own past averages, and points are awarded on the basis of the degree to which students meet or exceed their own earlier performance. These points are then summed to form team scores, and teams that meet certain criteria may earn certificates or other rewards. In a related method called Teams-Games-Tournaments (TGT), students play games with members of other teams to add points to their team scores.
            STAD and TGT have been used in a wide variety of subjects, from mathematics to language arts to social studies, and have been used from second grade through college. The STAD method is most appropriate for teaching well-defined objectives with single right answers, such as mathematical computations and applications, language usage and mechanics, geography and map skills, and science facts and concepts. However, it can easily be adapted for use with less well-defined objectives by incorporating more open-ended assessments, such as essays or performances.
 
Cooperative Integrated Reading and Composition (CIRC)
A comprehensive program for teaching reading and writing in the upper elementary grades; students work in four-member cooperative learning teams.
 
Cooperative Integrated Reading and Composition (CIRC)  Cooperative Integrated Reading and Composition (CIRC) (Stevens & Slavin, 1995a) is a comprehensive program for teaching reading and writing in the upper elementary grades. Students work in four-member cooperative learning teams. They engage in a series of activities with one another, including reading to one another, making predictions about how narrative stories will come out, summarizing stories to one another, writing responses to stories, and practicing spelling, decoding, and vocabulary. They also work together to master main ideas and other comprehension skills. During language arts periods, students engage in writing drafts, revising and editing one another’s work, and preparing for publication of team books. Three studies of the CIRC program have found positive effects on students’ reading skills, including improved scores on standardized reading and language tests (Stevens et al., 1987; Stevens & Slavin, 1991, 1995a).
Jigsaw
A cooperative learning model in which students are assigned to six-member teams to work on academic material that has been broken down into sections for each member.
Jigsaw  In Jigsaw (Aronson, Blaney, Stephen, Sikes, & Snapp, 1978), students are assigned to six member teams to work on academic material that has been broken down into sections. For example, a biography might be divided into early life, first accomplishments, major setbacks, later life, and impact on history. Each team member reads his or her section. Next members of different teams who have studied the same sections meet in expert groups to discuss their sections. Then the students return to their teams and take turns teaching their teammates about their sections. Since the only way students can learn sections other than their own is to listen carefully to their teammates, they are motivated to support and show interest in one another’s work. In a modification of this approach called Jigsaw II (Slavin, 1994a), students work in four- or five-member teams, as in STAD. Instead of each student being assigned a unique section, all students read a common text, such as a book chapter, a short story, or a biography. However, each student receives a topic on which to become an expert. Students with the same topics meet in expert groups to discuss them, after which they return to their teams to teach what they have learned to their teammates. The students take individual quizzes, which result in team scores, as in STAD.
 
Learning Together
A cooperative learning model in which students in four- or five-member heterogeneous groups work together on assignments
 
Learning Together  Learning Together, a model of cooperative learning developed by David Johnson and Roger Johnson (1999), involves students working in four- or five-member heterogeneous groups on assignments. The groups hand in a single completed assignment and receive praise and rewards based on the group product. This method emphasizes team-building activities before students begin working together and regular discussions within groups about how well they are working together.
 
Group Investigation
A cooperative learning model in which students work in small groups using cooperative inquiry, group discussion, and cooperative planning and projects, and then make presentations to the whole class on their findings.
 
Group Investigation  Group Investigation (Sharan & Sharan, 1992) is a general classroom organization  plan in which students work in small groups using cooperative inquiry, group discussion, and cooperative planning and projects. In this method, students form their own two- to six-member groups. After choosing subtopics from a unit that the entire class is studying, the groups break their subtopics into individual tasks and carry out the activities that are necessary to prepare group reports. Each group then makes a presentation or display to communicate its findings to the entire class.
Cooperative Scripting
A study method in which students work in pairs and take turns orally summarizing sections of material to be learned.
Cooperative Scripting Many students find it helpful to get together with classmates to discuss material they have read or heard in class. A formalization of this age-old practice has been researched by Dansereau (1985) and his colleagues. In it, students work in pairs and take turns summarizing sections of the material for one another. While one student summarizes, the other listens and corrects any errors or omissions. Then the two students switch roles, continuing in this manner until they have covered all the material to be learned. A series of studies of this cooperative scripting method has consistently found that students who study this way learn and retain far more than students who summarize on their own or who simply read the material (Newbern, Dansereau, Patterson, & Wallace, 1994). It is interesting that while both participants in the cooperative pairs gain from the activity, the larger gains are seen in the sections that students teach to their partners rather than in those for which they serve as listeners (Spurlin, Dansereau, Larson, & Brooks, 1984). More recent studies of various forms of peer tutoring find similar results (Fuchs & Fuchs, 1997; King, 1997, 1998).


Sebelum kita belajar tentang materi soal reading, sebaik nya kita harus mengenal terlebih dahulu apa-apa saja bagian dalam teks

Macam-macam Teks ada 5 yaitu : Narrative, Recount, Report, Procedure, Dan Description.

1.      Teks Narrative
Teks Narrative adalah teks yang berisi tentang sebuah cerita atau dongeng dan di dalamnya terdapat konflik/puncak masalah yang diikuti dengan penyelesaian.

Generic Structure:
Orientation - Complication – Resolution

Orientation berisi: Pengenalan tokoh, tempat dan waktu terjadinya cerita
Complication berisi: Puncak masalah/konflik dalam cerita
Resolution: Pemecahan masalah

Contoh teks Narrative :
The Boy who cried “Wolf”

There was once a shepherd-boy who kept his flock at a little distance from the village. Once he thought he would play a trick on the villagers and have some fun at their expense. So he ran toward the village crying out, with all his might.
"Wolf! Wolf! Come and help! The wolves are at my lambs!"
The kind villagers left their work and ran to the field to help him. But when they got there the boy laughed at them for their pains; there was no wolf there.
Still another day the boy tried the same trick, and the villagers came running to help and got laughed at again. Then one day a wolf did break into the fold and began killing the lambs. In great fright, the boy ran for help. "Wolf! Wolf!" he screamed. "There is a wolf in the flock! Help!"
The villagers heard him, but they thought it was another mean trick; no one paid the least attention, or went near him. And the shepherd-boy lost all his sheep.

Moral value:
That is the kind of thing that happens to people who lie: even when they tell the truth no one believes them.

2.      Teks Recount
Teks Recount yaitu teks yang berisi kejadian / pengalaman di waktu lampau.

Generic Structure:
Orientation - Even

Orientation berisi: Pengenalan tokoh, tempat dan waktu.
Even berisi: Kejadian / Peristiwa-peristiwa yang terjadi.
Re-orientation (Optional/Tidak harus ada) : Ungkapan pribadi penulis atau penutup dari cerita.











01
 
 
Contoh Teks Recount:


An Excursion to the Botanical Garden

On Thursday 24 April we went to the Botanical Garden. We walked down and boarded the bus.
After we arrived at the garden, we walked down to the Education Centre. The third grade students went to have a look around. First, we went to the first farm and Mrs. James read us some information. Then, we looked at all the lovely plants. After that we went down to a little spot on the Botanical Garden and had a morning tea break.
Next, we did sketching and then we met the fourth grade students at the Education Centre to have lunch. Soon after that, it was time for us to go and make our terrariums while the fourth year students went to have a walk.
A lady took us into a special room and introduced herself. Then she explained what we were going to do. Next, she took us to a pyramid terrarium. It was really interesting.
After we had finished, we met the fourth grade students outside the gardens. Then we rebounded the bus and returned to school.

3.      Teks Report
Teks Report yaitu teks yang isinya menyampaikan informasi tentang sesuatu, apa adanya, sebagai hasil pengamatan sistematis atau analisis. Yang dideskripsikan dapat meliputi gajala alam, lingkungan, benda buatan manusia, atau gejala- gejala sosial. Deskripsi sebuah teks report dapat berupa simpulan umum misalnya tentang rumah sederhana dengan mendekripsikan ciri-ciri subyek tersebut sehingga layak dikategorikan rumah sederhana.

Generic Structure :
General Classification – Description

General Classification berisi : Klasifikasi suatu fenomena (binatang, public places, tanaman, dll) yang akan didiskusikan/ dilaporkan secara umum.
Description berisi : Gambaran dari fenomena yang akan didiskusikan seperti bagian- bagiannya, kebiasaan atau tingkah laku jika benda hidup, kegunaannya jika non natural.

Contoh Teks Report

The heart is the most important part of the body. It is the center of life. However, the heart is only as big as a closed hand.
The heart is a muscle and it beats about seventy times per minute thought-out a person’s life.
The heart pumps blood from your heart to all parts of your body. The heart is made up of four chambers or small “rooms”. The top chamber are called the right and left auricles and the bottom chambers are the right and left ventricles.
When blood enters the heart. It is in dark reddish color because it contains carbon dioxide. The blood enters the right auricle and then the right ventricle. When the heart contracts, it forces the blood to the lungs where the blood receives oxygen. It then goes to the left auricle. The heart contracts again, and the blood goes to the left ventricle and is then forced out into the body. The blood gathers carbon dioxide and returns to the heart, and the process begins again.










02
 
 
4.      Teks Procedure
Teks yang menjelaskan atau memberi petunjuk cara/langkah – langkah membuat atau melakukan sesuatu.

Generic Structure :
Aim/Goal - Materials/Tools - Steps/Methods

Aim/Goal misalnya How to make Brownies Cake
Materials berisi :  bahan-bahan dan atau alat - alat untuk membuat Brownies tersebut.
Note : Materials are not required for all Procedure text
Steps/Methods berisi : langkah - langkah membuat Brownies

Contoh Teks Procedure :

How to make Lemonade

Ingredients:
For each glass use :
·         2 tablespoons of lemon juice.
·         2 tablespoons of sugar.
·         1 glass of water

Methods:
1.      Slice a lemon in half and squeeze the juice into a cup.
2.      Take out the seeds.
3.      Pour two tablespoons of juice into glass.
4.      Add sugar
5.      Add water and stir well
6.      Taste the lemonade. You may want to add more sugar or more lemon to make it taste just right.
7.      Put it in ice cubes. A drop of red food coloring will make pink lemonade
     

5.      Teks Descriptive
Teks descriptive yaitu teks yang mendeskripsikan benda, orang, tempat, secara spesifik.

Generic Structure :
Identification – Description

Identification berisi: Identifikasi tentang topik yang akan dideskripsikan, misalnya: I have many pets, but my favourite one is a cat.
Description berisi : Deskripsi rinci tentang bagian - bagiannya, misalnya tentang physical appearance (ciri - ciri fisik), sifat - sifatnya (characteristics) dll.

Contoh teks deskriptif :

Hi friends! This is my friend Miranda. She comes from Sulawesi. She was born in Makasar on June 12, 1980. her hobbies are singing and swimming. She also likes planting flowers very much. She lives at 12 Jalan Jaya. She lives together with her parents and two sisters. They are Mr. and Mrs Yudhatama, Sherina and Tiara.
Miranda studies at SMP 7. Her older sister is in the first year
of SMA, and Tiara is still in SD. They all love one another.



03
 

     
READING 1

Read the text below carefully!

Once upon time, a man had a wonderful parrot. There was no other parrot like it. The parrot could say every word, except one word. The parrot would not say the name of the place where it was born. The name of the place was Catano. The man felt excited having the smartest parrot but he could not understand why the parrot would not say Catano. The man tried to teach the bird to say Catano however the bird kept never saying the word. At the first, the man was very nice to the bird but then he got very angry. “You stupid bird!” pointed the man to the parrot. “Why can’t you say the word? Say Catano! Or I will kill you” the man said angrily. Although he tried hard to teach, the parrot wouldn’t say it. Then the man got so angry and shouted to the bird over and over; “Say Catano I’ll kill you”. The bird kept never saying the word of Catano. One day, after he had been trying so many times to make the bird say Catano, the man really got very angry. He could not bear it. He picked the parrot and threw it into the chicken house. There were four old chickens for next dinner “You are as stupid as the chickens. Just stay with them” Said the man angrily. Then he continued to humble; “You know, I will cut the chicken for my meal. Next it will be your turn, I will eat you too, stupid parrot”. After that he left the chicken house. The next day, the man came back to the chicken house. He opened the door and was very surprised. He could not believe what he saw at the chicken house. There were three death chickens on the floor. At the moment, the parrot was standing proudly and screaming at the last old chicken; “Say Catano or I’ll kill you”

Vocabularies

A………………………….       K………………………………..
B………………………….       L………………………………...
C………………………….       M………………………………..
D………………………….       N………………………………...
            E………………………….       O………………………………..
F………………………….        P………………………………...
            G……………….…………       Q………………………………..
H…………………….……       R………………………………...
I………………………...…      S………………………………..
J……………………………     T………………………………...
                                                                                                                        Score : ………….


Translation
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

                                                                                                                        Score : ………….



04
 
 
I.       Choose the correct answer by crossing (X) A, B, C, D, or E according to the text!

1.  What was the title of the text above?
A. The Laziest Parrot                  D. The Foolest Parrot
B. The Most Beautiful Parrot      E. The Youngest Parrot
C. The Smartest Parrot

2.   Who was a wonderful parrot owner?
      A. The young girl                        D. The man
      B. The young boy                        E. The pretty girl
      C. The old man

3.   Why did he get so angry ? Because……..
      A. The parrot couldn’t say Catano                 D. The parrot ate his food
      B. The parrot could say every word               E. The parrot got sick 
      C. The parrot killed the chicken

4.   Where was the parrot born?
      A. In the chicken house               D. In the man’s house
      B. In Catano                                E. In the village
      C. In the jungle

5. When did he pick and throw the parrot into the chicken house?
      A. After he want to eat dinner                      
      B. After he felt so tired                                 
      C. After he got so angry make the bird say Catano
      D. After he need a meal
      E. After he had been trying so many times to

                                                                                                                        Score: ………….






























05
 
 
READING 2

Read the text below carefully!

In a football game, some people do not play the game. They have important roles in a football game. They are the coach, the referee, the linesmen, and the spectators. The coach trains the players how to play the game. The referee controls the game. He blows the whistle when there is any violation. The linesmen help the referee control the game. One group of spectators usually supports one of the two teams. Another group of spectators supports the opposing team. In a professional football match, each team has more than eleven players. Not all of them play the game. Some of them watch the game from the side of the field. They will play when they have to substitute any player who gets serious injury.

Vocabulary

A………………………….       K………………………………..
B………………………….       L………………………………...
C………………………….       M………………………………..
D………………………….       N………………………………...
             E………………………….      O………………………………..
 F………………………….       P………………………………...
             G……………….…………      Q………………………………..
 H…………………….……      R………………………………...
 I………………………...…     S………………………………..
 J……………………………    T………………………………...

                                                                                                                        Score: ………….

Translation
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

                                                                                                                        Score: ………….


Questions
1.      Who controls the game in a football?
2.      How many players does each team have in a professional team?
3.      What’s the suitable title for the text?
                                                                                                                        Score: ………….