NAME: Muhammad Ilham H

SRN: 2201420145

Class: Extensive Reading (107)

Extensive Reading Final Exam Paper 11

Final Examination

Writing Style

the author writes a grammatically correct report and the report he writes is structured, the use of
words in the introduction can attract readers.

Authors

Associate professor Employment, English teacher Employment, Collaborating researcher

Employment at the University of Murcia: Murcia, ES.

In his profile, he is someone who works in the field of English language education, in this study he
researched this field, and in this research, the writer can understand and master this field.

Report title

Effective questioning in CLIL classrooms: empowering thinking, in writing the title, it seems that the
title is good and correct, not long and not short, and the title clearly shows the research is aimed at.

Abstract

In that study, the authors provide a brief overview of how higher-order thinking can lead to good
results in a significant improvement in student outcomes. In his research, the writer used a testing
methodology research method to determine whether stimulating higher-order thinking would result in
a significant improvement in student outcomes. researchers found the findings highlight the value of
optimization use of questions to foster critical thinking and empower students to the knowledge
economy in life. the study was conducted on CLIL program students in the Murcia region, Spain.
researchers are less specific in providing sample size in the abstract. in this abstract, the author also
lacks a detailed conclusion.

Purpose of the study/research problem

It came about as a result of a slowdown detected in the learning capacity of students after the first two
years of CLIL programs in the region of Murcia, demonstrating that most classroom interactions only
involved responding to display questions, which required the mere remembering or understanding of
concepts.

Logical consistency

The initial stage or pre-test was carried out in September for both groups: the experimental group,
whose teachers A and B received training in effective questioning techniques, and the control group,
which would help the author test the effectiveness of our testing methodology. This phase consisted of
assessing the linguistic competence of the students in English and recording eight class sessions of
natural and social sciences (8 sessions with each teacher’s group of students, for a total of 24
sessions). I think that makes sense for research, from the pre-test until the conclusion.

Literature review

In the literature review, the author provides several references in his research which can be used as a
benchmark and material for consideration in conducting further research. in several studies mentioned
student learning rates seemed to slow down after the first two years of the program (first and second
years of primary education).

Aims and objectives/research question/research hypothesis

The research had two principal aims. first, is to analyze how teachers used questions in their lessons
when teaching natural and social sciences through CLIL methodologies. and then the second is to
investigate the effects of a methodological intervention that ensured the use of questions that covered
all cognitive and knowledge dimensions and engaged students actively and determine if this
methodology would improve the quality of student outcomes. the researcher did not indicate this in
detail in the introduction. the aim is very good she makes two aim the first is to analyze and the
second one is to investigate the effect of methodology.

Sample and sample size

The research outlined in this article took place in CLIL classrooms in Murcia, Spain, with students
aged 9 and 10 years old.

Ethical considerations
in his research the researcher did not force the participant by inviting the participant properly, in that
research the teacher experienced problems in implementing it, finally, the writer invited a teacher who
mastered the field.

Operational definitions
In this study, the researcher describes the step-by-step research well, so that the reader is able to
understand the research. but less structured in its presentation.

Methodology: research design

The research is using an experimental group with 2 groups.
a testing methodology to determine whether stimulating higher-order thinking would result in a
significant improvement in student outcomes.

Methodology: data collection

The data collected during the initial stage reflected that in both the experimental and control groups
more than 50 percent of the questions required ‘remembering conceptual knowledge”.

Methodology: instrument design

Questions were generated by the teachers based on the taxonomy of Anderson et al. (2001) in order to
determine the cognitive and knowledge dimensions that were covered, as well as the adequacy of
students’ responses according to their knowledge and cognitive levels, grammar proficiency, and
vocabulary. All of this was done in order to evaluate the quality of student outcomes.
Testing methodology, which is comprised of two main phases: training the experimental group
of teachers in effective questioning techniques (from October to December), and implementing those
techniques with their students (from January to May).

Methodology: validity and reliability

In this study, the authors used several instruments, in the instruments the authors used tests related to
the research field.

Analysis and results

The data collected during the first stage revealed that in both the experimental and control groups,
more than half of the questions required remembering conceptual knowledge,' while the other half
implied 'understanding conceptual knowledge.' Questions invoking the cognitive dimensions
'evaluating' and 'creating,' as well as the metacognitive knowledge dimension, on the other hand, were
completely absent.

We analyzed the questions posed by both teachers who received training in effective questioning
techniques, teachers A and B, and those who did not, teacher C, as well as the responses of their
students, at the end of the school

Discussion/conclusion/recommendations
The primary goal of this study was to address a gap identified in bilingual programs in Murcia
(Spain). CLIL-implemented natural and social sciences lessons were discovered to be effective.
characterized by one-way communication (teacher to students), Students were rarely given the chance
to participate. Furthermore, There was evidence that 80 percent of those teacher-student interactions
involved inquiries As a result, our top priority was to reconsider what teachers do. could elicit from
students with that que
With those questions, you could elicit responses from students. We thought the answer to our question
would reveal which skills students were lacking. obtaining, and which ones they did not.

References
researchers use references to scientific articles related to research, previous research studies are also
used in their references.