REPORT ON INNOVATION

1.0 Performance

Firstly, most students had negative attitudes towards language learning, especially
writing, because of many reasons such as English background, teachers roles, teaching
approaches, activities and materials. They often thought that they were not able to study
English well because they had never got good results. Pupils assume that writing was
too difficult. Therefore it was very important for me to encourage students to have
positive attitudes towards themselves first by using positive feedback. This matches the
work of Kelly and Watson (1986) that saw positive attitude to self and others as
important for communication. We found that sincerity and trustworthiness on our part
were a key to opening students minds in my project, as was also found by Chu (2001, p.
250). Teachers feedback was also seen by Edge (1989, p.15) as encouraging the
growth of language.
In my project, I used the Flap Cards to motivate students to do the tasks. After
they have improved their writing skills they felt more confident and satisfaction.
Pupils learn writing effectively by using the Flap Cards because they enjoy and
understand more by arranging the picture. Through my observation and interviewed,
pupils get more fun they had more opportunity to practise writing. Their result showed
increasing 100%.
2.0 Ability to write simple sentences

Teaching by using Flap Cards increased pupils confident towards writing. This approach
that I had used in my project focused on students ability to write. This approach
motivated students to form sentences correctly. In my project , I also found that students
had more fun to form simple sentences. In cycle 1 pupil only can form most two or three
sentences correctly. By using Flap pupils more understand on subject verb agreement
by arranging the cards given.
In Cycle II writing by using Flap Cards showed pupils very impressive feelings
towards the tasks done with their friends in groups. They had fun while doing the writing

tasks. This project also helped students to have more critical thinking to reflect on their
own learning as found by Oja, Pine and Street (in Beverly, 1993, p. 2). Mature groups
and low-task and lowrelationship leadership challenged students learning as Hershey
and Blanchard found in (Johnson and Johnson, 1987, pp.60-61). Cooperative learning
helped them to reach their goals at their own pace as Dornyei (2001, p. 40) indicated

SUGGESTION FOR FURTHER INNOVATION

While using the Flap Cards wish contain subject agreement and picture to help pupils
more understand on forming sentences, there are more fun environment had been
created. Assunta (2007) also support the usage of image to enhance pupils writing for
low English proficiency. Pupils also showed positive results towards on how to form
simple sentences. On this activities pupils showed positive participation in group.
The findings of this action project suggested to me the effectiveness of using
Flap Cards technique was good in enhancing pupil ability to write sentences. I found that
pupils will write better when they see the picture in the cards. There are higher chances
for them to write words correctly. It is at fairly at large if the words written are correct then
the whole sentences are correct.
This action project had showed to me that the use of Flaps Cards in had limitations.
Pupils have to take turn to use the Flaps Cards. It was take much time to finish their
task. I have to prepare more.
For my next project I intend to prepare more challenging task by using Flap cards. I will
use it with lower level class in order to increase their writing skill in forming simple
sentences.
Next, I will guide my student to prepare their own flap cards to have more fun
learning. In order to get pupils with creatively and critically thinking skill learning English.