19 In this research, the researcher uses blog to distribute st
udents‟ material with the help of Hot-Potatoes program. Another purpose is to share the lesson plan so that
the students know the indicators in learning the material.
7. Hot-Potatoes Program
As cited from http:hotpot.uvic.ca , “Hot Potatoes program is to enable
teacher in creating interactive Web-based teaching exercises which can be delivered to any Internet-
connected computer equipped with a browser.” It needs Windows version programs such as Windows 98, ME, NT4, 2000, XP, Vista or 7
to operate Hot-Potatoes program. Then, it also needs a modern Web browser such as Mozilla Firefox, Opera, and Internet Explorer. There are five basic programs
and an additional program in Hot Potatoes version 6. The description of those six programs are as follows:
a. JQuiz program creates question-based quiz, such as multiple choice and short-
answer. Multiple choices provide specific feedback for both answers correct or wrong. While in short-answer questions, students must guess what the correct
answer is. Then, students may ask by choosing the hint box to find the correct answer.
b. JCloze program creates gap-fill exercises.
c. JCross program creates crossword puzzles. The program works when the
students choose the crossword ‟s number.
d. JMix program creates jumbled-sentence exercises.
e. JMatch program creates match and order exercises or jumbled items.
f. The Masher is the combination of all those five programs in a program.
20 Therefore, this research refers to the Hot-Potatoes version 6 by using three
out of those six programs. They are JQuiz, JCross, and JMatch as in accordance with the types of selective and interactive reading items.
8. Teaching Adolescence
Entwistle 1981 defines adolescence as students who need teacher to teach their progress by increasing their abstract ideas and knowledge at school.
Indeed, teaching adolescence needs exploration and reinforcement completely so that the teacher can help students to be able in presenting their new ideas related
to their previous knowledge pp. 257-258. Another viewpoint of teaching adolescence is according to Hamacheck 1975, many adolescence students love
to work in a group so that the teacher must divide the student into several groups. The groups based on gender same or opposite sex and lottery p. 117.
In this research, teacher helps the students in presenting their ideas toward the text provided by answering the reading item. Then, students will receive
feedback as students‟ reinforcement so that the students will interest in doing more exercises. Therefore, teaching adolescence needs to integrate something new
for them. For example, the use of technology and the given materials are correlated with academic subject matter.
B. Review of Related Study
There is a related study in this research which the title is “Designing a Set
of Web Based English Reading Test Using Quizstar for X Grade Students of SMA N 11 Yogyakarta” by Marissa Deby Paramitha. That related study has similar
