Overcoming My Problem of Not Being Able To Speak English Fluently While Teaching K2 Bumble Bee Class At Bintang Mulia.
ABSTRACT
Tugas Akhir ini membahas masalah yang saya alami selama masa
magang di TK Bintang Mulia. Di sana saya berperan sebagai asisten guru
bahasa Inggris di kelas K2 Bumble Bee. Karena di sekolah tersebut saya
diwajibkan untuk mengajar dalam bahasa Inggris, saya mengalami
masalah terkait kemampuan saya berbahasa Inggris, yakni saya tidak
mampu berbicara dalam bahasa Inggris dengan lancar.
Masalah yang saya hadapi selama masa magang disebabkan oleh dua
hal. Pertama, saya merasa tidak percaya diri karena adanya perasaan
takut salah dalam berbicara ketika mengajar murid-murid dalam bahasa
Inggris. Kedua adalah kurangnya kosakata bahasa Inggris yang saya
miliki dan kurangnya pengetahuan saya akan aturan-aturan struktur
kalimat dalam bahasa Inggris. Untuk mengatasi masalah yang saya
hadapi ini, saya memiliki tiga solusi. Solusi pertama adalah beberapa hari
sebelum saya mengajar, saya mempersiapkan apa yang akan saya
katakan selama kelas berlangsung dan mempraktekannya di depan
beberapa teman yang mengerti bahasa Inggris. Solusi kedua adalah saya
memaksa diri saya untuk tetap mengajar dalam bahasa Inggris untuk
mengasah kemampuan berbahasa Inggris saya agar saya mampu
berbahasa Inggris dengan lebih lancar. Solusi ketiga adalah saya terus
mempelajari aturan-aturan struktur kalimat dalam bahasa Inggris dan
memperkaya kosakata bahasa Inggris saya setiap hari.
Sebagai kesimpulannya, saya memilih untuk menerapkan ketiga solusi
di atas karena saya percaya bahwa saya akan mampu meningkatkan
kemampuan saya berkomunikasi dalam bahasa Inggris sehingga kegiatan
belajar mengajar pun dapat berjalan dengan lancar.
iii
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT
i
DECLARATION OF ORIGINALITY
ii
ACKNOWLEDGEMENTS
iii
TABLE OF CONTENTS
iv
CHAPTER I. INTRODUCTION
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
1-5
CHAPTER II. PROBLEM ANALYSIS
6-8
CHAPTER III. POTENTIAL SOLUTIONS
9-15
CHAPTER IV. CONCLUSION
16-18
BIBLIOGRAPHY
APPENDICES:
A. FLOWCHART
iv
Maranatha Christian University
Flowchart
Causes:
1. I am not confident
because I am afraid of
making mistakes in front
of my pupils while
teaching in English in
the class.
2. I do not have
sufficient vocabularies
and grammar to teach in
English.
Negative effects:
1. I have to keep
arranging the best time
to practise teaching in
English in front of my
friends because they
have their own activities.
2. I have to use my
spare time to prepare
what I want to say during
the class.
Negative effects:
1. My grammar is not
always correct.
2. I got stuck while
speaking and teaching in
English because I do not
have sufficient
vocabularies and
grammar to relay what I
think.
Negative effects:
1. It takes my rest time
to study grammar and
vocabularies.
2. I feel tired because I
need more time to study
grammar and
vocabularies.
.
Problem:
As a teacher assistant, I
am not able to speak
English fluently while
teaching in English to
pupils in K2 Bumble Bee
class at Bintang Mulia.
Potential Solution 1
A few days before I
teach, I prepare what I
will say during the class
and practise it in front of
my friends, who
understand English,
because they can
correct me if I make
errors.
Potential Solution 2
I force myself to keep
teaching in English to
practise my English so
that I become more
fluent.
Potential Solution 3
I keep studying grammar
and enriching myself
with new vocabularies
every day as a way to
improve my English
speaking skill.
Chosen Solution :
The combination of potential
solutions 1, 2, and 3.
Effects:
1. I cannot communicate
what I want to say well.
2. The teacher that I
assist (my partner)
always helps me to
clarify what I want to
say.
Positive effects:
1. It helps me be more
confident while teaching
in English in front of my
pupils.
2. I feel more ready
while I teach in English.
Positive effects:
1. It can improve my
speaking skill because I
can learn from my
mistakes when I get my
partner’s feedback.
2. It encourages me to
keep enriching my
vocabularies and
improving my grammar.
Positive effects:
1. I can speak English
using better structures.
2. It makes me know
many new vocabularies
to apply while teaching
in English.
CHAPTER I
INTRODUCTION
A. Background of the Study
Being able to speak English fluently is important for non-native English
teachers when they have to teach in English, as Adela Santa Cruz says:
“Non-native English teachers obviously must be fluent in every aspect of
English language” (par. 3). Those teachers are expected to be able to
speak English fluently while teaching in order to be able to communicate
the information well and make students and other teachers understand
what they say, as Kidsense states: “Speaking fluently is important when
relaying information” (par.1). As an English teacher assistant who worked
in a school that uses English language in the teaching and learning
process, I had to be able to speak English fluently to relay information to
my pupils in English every day.
When I did my internship in Bintang Mulia, a school which uses English
as a medium of instruction, I got a problem which was related to my ability
in speaking English. I was a teacher assistant who helped my partner,
Miss Aline, teach twenty-three (23) students of K2 Bumble Bee class
1
Maranatha Christian University
for four hours each day. I helped Miss Aline manage the class, gave the
instructions about the worksheets to the pupils, and communicated with
the children. At that time, when I had to communicate with the pupils and
give information about various things, I faced a problem. I knew what I
wanted to say, but when I had to say it, I stammered. As a result, my
partner helped me clarify what I wanted to say to the pupils. I should have
assisted Miss Aline, but instead of assisting her, I kept being assisted by
her.
Because of that, I decided to analyze the problem based on my
experience, namely, I, as an English teacher assistant, am not able to
speak English fluently. Therefore, the aim of my term paper is to analyze
the problem that I found during my internship and find the solutions that
can be applied to solve the problem.
B. Identification of the Problem
Based on my internship experience as a teacher assistant in K2
Bumble Bee class at Bintang Mulia, I would like to analyze:
1. Why was I not really able to speak English fluently while teaching
pupils in K2 Bumble Bee class?
2. How is it possible for me to speak English fluently while teaching
pupils in K2 Bumble Bee class?
2
Maranatha Christian University
C. Objectives and Benefits of the Study
There are three objectives of my study. First, I would like to analyze
why I was not able to speak English fluently while teaching pupils in K2
Bumble Bee class. Second, I would like to find out the solutions to
overcome the problem of not being able to speak English fluently while
teaching. Third, I would like to find the best solution to overcome my
problem.
By writing my term paper, I expect that I can give benefits to the
institution, the readers and myself. For the institution, I expect my term
paper will be able to inform other teachers at Bintang Mulia who cannot
speak English fluently of the solutions to overcome the problem of not
being able to speak English fluently while teaching. Furthermore, I expect
the readers who are teachers to know and learn from my experience about
how to speak English fluently while teaching. Moreover, by writing my term
paper, I can identify my problem and know the best way to solve it.
Furthermore, I expect that in the future I can apply all the potential
solutions to improve my speaking skill needed to teach my private
students.
D. Description of the Institution
Bintang Mulia, a school which uses English as a medium of instruction,
was established in 1997. Bintang Mulia is located at Kopo Permai I Blok A.
No 0, Bandung. There are certain levels at Bintang Mulia: playgroup,
3
Maranatha Christian University
Kindergarten1 and Kindergarten2. The headmistress of Bintang Mulia is
Miss Lois Musa Sugiaman.
The school was founded by Yayasan Bina Insan Mulia. The vision of
Bintang Mulia Kindergarten is to provide education based on Christian
values. The mission is to become a Christian institution that prioritizes
faith, integrity and knowledge.
E. Method of the Study
To write my term paper, first I analyze my problem that I faced during
my internship at Bintang Mulia. I observed the class and the teaching
activities and collected the data during my internship at K2 Bumble Bee
class. I wrote the journal every day to record the things I did in the class.
Moreover, to find solutions, I read some books and searched from the
internet for the data that I needed to overcome my problem of not being
able to speak English fluently while teaching pupils in K2 Bumble Bee
class.
F. Limitation of the Study
My term paper focuses on my ability in speaking English while assisting
Miss Aline to teach pupils in K2 Bumble Bee class at Bintang Mulia. I
observed myself when I had to teach twenty-three pupils around five years
old and observed what happened in the class every day during my
internship there. My internship lasted for one and a half months, starting
from July 13, 2011 to August 29, 2011.
4
Maranatha Christian University
G. Organization of the Term Paper
My term paper begins with the Abstract, as a summary of the paper in
Indonesian. The next part is Acknowledgements, which mentions the
people who have supported and helped me in writing my term paper. This
is followed by Table of Contents. After that, there is Chapter I, Introduction,
Chapter II, Problem Analysis, Chapter III, Potential Solutions, and Chapter
IV, Conclusion. As the final parts, there is a Bibliography, which shows the
list of references, and an Appendix.
5
Maranatha Christian University
CHAPTER IV
CONCLUSION
In the previous chapters, I have explained the problem I faced while I
was teaching at Bintang Mulia and three potential solutions. The problem I
faced during my internship is that as an English teacher assistant, I was
not able to speak English fluently while teaching in English to pupils in K2
Bumble Bee class. The causes are that I am not confident because I am
afraid of making mistakes in front of my pupils while teaching in English in
the class, and I do not have sufficient vocabularies and grammar to teach
in English. The effects are that I cannot communicate what I want to say
well and the teacher that I assist (my partner) always has to help me clarify
what I want to say. To overcome the problem, there are some potential
solutions. The solutions are a few days before I teach, I prepare what I will
say during the class and practise it in front of my friends, who understand
English, I force myself to keep teaching in English to practise my English
so that I become more fluent, and I keep studying grammar and enriching
myself with new vocabularies every day as a way to improve my English
speaking skill.
16
Maranatha Christian University
Refering to the previous chapters, I decide to combine all of the
potential solutions as the best choice to solve my problem found during my
internship. The first solution is preparing what I will say in the class and
practising it in front of my friends, who understand English, a few days
before I teach because they can correct me if I make errors. Preparing
what I want to say and practising it in advance can in fact make me more
fluent when I have to teach in English. The second solution is that I force
myself to keep teaching in English to practise my English so that I become
more fluent. After I prepare and practise with my friends, I force myself to
keep teaching in English. To make my speaking skill more fluent, I believe
that I have to try to always use English while teaching. Third, I keep
studying grammar and enriching myself with new vocabularies every day
as a way to improve my English speaking skill. When I want to say
something in English, but I do not know the word that I want to say, it
makes me stammer and not be able to speak English fluently. Thus,
enriching new vocabularies is important as to make me know more new
words, and it is easier for me to choose the best word(s) that I need while
teaching. Grammar is also important because the structures of my talk will
support my English speaking skill when I have to relay information to the
children. Hence, speaking English with the right structures will make it
easier for me to teach in English because I know the right structures that I
have to use. As a result, there is no misunderstanding between my pupils
and me.
17
Maranatha Christian University
The combination of the three potential solutions can make me speak
English more fluently while teaching pupils in English. Every potential
solution supports each other . If I only prepare what I want to say without
practicing it, it will be ineffective because preparing the materials must be
supported by practising, so I will be more fluent while teaching in English.
Furthermore, preparing the materials and practising must also be
supported by forcing myself to keep teaching in English, studying
grammar, and also enriching myself with new vocabularies as a support
for my speaking skill to become more fluent. Thus, it is better if the three
potential solutions are applied together.
In conclusion, non-native English teachers who have the same problem
as me can apply the three potential solutions that I have explained,
namely, preparing what they want to say and practising it in advance,
trying to keep teaching in English, and learning more grammar and
enriching themselves with vocabularies. When the three potential solutions
are applied, I believe the teachers who are not really able to speak English
fluently can speak English more fluently when they are teaching in
English.
18
Maranatha Christian University
BIBLIOGRAPHY
Printed Sources
Flower, John. American Business Vocabulary Publication. New York:
Language Teaching, 1997.
Houghton, Mifflin. Grammar and Composition. New York: Houghton Mifflin
Company; 1984.
Rubin, Joan and Irene Thompson. How to be a More Successful
Language Learner. Boston: Heinle and Heinle Publishers, 1994.
Electronic Sources
Asad, Humayun. Better English Speaking Skills. 2011. 12 October 2011
.
Bennett, Bo. The Importance of a Good Vocabulary. 20 January 2008. 13
October 2011
.
Dway, Karen. English and Fluency. 17 November 2008. 13 October 2011
.
Elhember, Issac. Grammar is the Rule of Sentence . 11 January 2007. 13
October 2011
Maranatha Christian University
.
GreatSchools Staff. What Makes a Great Teacher? 1 November 2011. 6
November 2011
.
Jordan, Miriam. Arizona Grades Teachers on Fluency . 30 April 2010. 18
December 2011
.
Lisa, Mona. Why Most People Hesitate to Speak English Language which
They are Learning? 12 Me 2011. 10 December 2011
.
McCormick, Maggie. Tips to Speak Fluent English . 1 July 2011. 18
December 2011
.
Menguin, Jef. “Wordpress”. Increase your Speaking Vocabulary. 12
January 2008. 13 October 2011
.
Crown, Leo. “English Every Day” . 25 Februari 2007. 14 September 2011.
.
Stewards, David. How to Speak English without Fear . 15 February 2011.
20 December 2011
.
Teambuilding. Presentations Skills . 3 Juny 2011. 18 December 2011.
.
Zhao, Baobin. How to Motivate Students to Speak English. 7 December
2008. 18 December 2011
.
Maranatha Christian University
Tugas Akhir ini membahas masalah yang saya alami selama masa
magang di TK Bintang Mulia. Di sana saya berperan sebagai asisten guru
bahasa Inggris di kelas K2 Bumble Bee. Karena di sekolah tersebut saya
diwajibkan untuk mengajar dalam bahasa Inggris, saya mengalami
masalah terkait kemampuan saya berbahasa Inggris, yakni saya tidak
mampu berbicara dalam bahasa Inggris dengan lancar.
Masalah yang saya hadapi selama masa magang disebabkan oleh dua
hal. Pertama, saya merasa tidak percaya diri karena adanya perasaan
takut salah dalam berbicara ketika mengajar murid-murid dalam bahasa
Inggris. Kedua adalah kurangnya kosakata bahasa Inggris yang saya
miliki dan kurangnya pengetahuan saya akan aturan-aturan struktur
kalimat dalam bahasa Inggris. Untuk mengatasi masalah yang saya
hadapi ini, saya memiliki tiga solusi. Solusi pertama adalah beberapa hari
sebelum saya mengajar, saya mempersiapkan apa yang akan saya
katakan selama kelas berlangsung dan mempraktekannya di depan
beberapa teman yang mengerti bahasa Inggris. Solusi kedua adalah saya
memaksa diri saya untuk tetap mengajar dalam bahasa Inggris untuk
mengasah kemampuan berbahasa Inggris saya agar saya mampu
berbahasa Inggris dengan lebih lancar. Solusi ketiga adalah saya terus
mempelajari aturan-aturan struktur kalimat dalam bahasa Inggris dan
memperkaya kosakata bahasa Inggris saya setiap hari.
Sebagai kesimpulannya, saya memilih untuk menerapkan ketiga solusi
di atas karena saya percaya bahwa saya akan mampu meningkatkan
kemampuan saya berkomunikasi dalam bahasa Inggris sehingga kegiatan
belajar mengajar pun dapat berjalan dengan lancar.
iii
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT
i
DECLARATION OF ORIGINALITY
ii
ACKNOWLEDGEMENTS
iii
TABLE OF CONTENTS
iv
CHAPTER I. INTRODUCTION
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
1-5
CHAPTER II. PROBLEM ANALYSIS
6-8
CHAPTER III. POTENTIAL SOLUTIONS
9-15
CHAPTER IV. CONCLUSION
16-18
BIBLIOGRAPHY
APPENDICES:
A. FLOWCHART
iv
Maranatha Christian University
Flowchart
Causes:
1. I am not confident
because I am afraid of
making mistakes in front
of my pupils while
teaching in English in
the class.
2. I do not have
sufficient vocabularies
and grammar to teach in
English.
Negative effects:
1. I have to keep
arranging the best time
to practise teaching in
English in front of my
friends because they
have their own activities.
2. I have to use my
spare time to prepare
what I want to say during
the class.
Negative effects:
1. My grammar is not
always correct.
2. I got stuck while
speaking and teaching in
English because I do not
have sufficient
vocabularies and
grammar to relay what I
think.
Negative effects:
1. It takes my rest time
to study grammar and
vocabularies.
2. I feel tired because I
need more time to study
grammar and
vocabularies.
.
Problem:
As a teacher assistant, I
am not able to speak
English fluently while
teaching in English to
pupils in K2 Bumble Bee
class at Bintang Mulia.
Potential Solution 1
A few days before I
teach, I prepare what I
will say during the class
and practise it in front of
my friends, who
understand English,
because they can
correct me if I make
errors.
Potential Solution 2
I force myself to keep
teaching in English to
practise my English so
that I become more
fluent.
Potential Solution 3
I keep studying grammar
and enriching myself
with new vocabularies
every day as a way to
improve my English
speaking skill.
Chosen Solution :
The combination of potential
solutions 1, 2, and 3.
Effects:
1. I cannot communicate
what I want to say well.
2. The teacher that I
assist (my partner)
always helps me to
clarify what I want to
say.
Positive effects:
1. It helps me be more
confident while teaching
in English in front of my
pupils.
2. I feel more ready
while I teach in English.
Positive effects:
1. It can improve my
speaking skill because I
can learn from my
mistakes when I get my
partner’s feedback.
2. It encourages me to
keep enriching my
vocabularies and
improving my grammar.
Positive effects:
1. I can speak English
using better structures.
2. It makes me know
many new vocabularies
to apply while teaching
in English.
CHAPTER I
INTRODUCTION
A. Background of the Study
Being able to speak English fluently is important for non-native English
teachers when they have to teach in English, as Adela Santa Cruz says:
“Non-native English teachers obviously must be fluent in every aspect of
English language” (par. 3). Those teachers are expected to be able to
speak English fluently while teaching in order to be able to communicate
the information well and make students and other teachers understand
what they say, as Kidsense states: “Speaking fluently is important when
relaying information” (par.1). As an English teacher assistant who worked
in a school that uses English language in the teaching and learning
process, I had to be able to speak English fluently to relay information to
my pupils in English every day.
When I did my internship in Bintang Mulia, a school which uses English
as a medium of instruction, I got a problem which was related to my ability
in speaking English. I was a teacher assistant who helped my partner,
Miss Aline, teach twenty-three (23) students of K2 Bumble Bee class
1
Maranatha Christian University
for four hours each day. I helped Miss Aline manage the class, gave the
instructions about the worksheets to the pupils, and communicated with
the children. At that time, when I had to communicate with the pupils and
give information about various things, I faced a problem. I knew what I
wanted to say, but when I had to say it, I stammered. As a result, my
partner helped me clarify what I wanted to say to the pupils. I should have
assisted Miss Aline, but instead of assisting her, I kept being assisted by
her.
Because of that, I decided to analyze the problem based on my
experience, namely, I, as an English teacher assistant, am not able to
speak English fluently. Therefore, the aim of my term paper is to analyze
the problem that I found during my internship and find the solutions that
can be applied to solve the problem.
B. Identification of the Problem
Based on my internship experience as a teacher assistant in K2
Bumble Bee class at Bintang Mulia, I would like to analyze:
1. Why was I not really able to speak English fluently while teaching
pupils in K2 Bumble Bee class?
2. How is it possible for me to speak English fluently while teaching
pupils in K2 Bumble Bee class?
2
Maranatha Christian University
C. Objectives and Benefits of the Study
There are three objectives of my study. First, I would like to analyze
why I was not able to speak English fluently while teaching pupils in K2
Bumble Bee class. Second, I would like to find out the solutions to
overcome the problem of not being able to speak English fluently while
teaching. Third, I would like to find the best solution to overcome my
problem.
By writing my term paper, I expect that I can give benefits to the
institution, the readers and myself. For the institution, I expect my term
paper will be able to inform other teachers at Bintang Mulia who cannot
speak English fluently of the solutions to overcome the problem of not
being able to speak English fluently while teaching. Furthermore, I expect
the readers who are teachers to know and learn from my experience about
how to speak English fluently while teaching. Moreover, by writing my term
paper, I can identify my problem and know the best way to solve it.
Furthermore, I expect that in the future I can apply all the potential
solutions to improve my speaking skill needed to teach my private
students.
D. Description of the Institution
Bintang Mulia, a school which uses English as a medium of instruction,
was established in 1997. Bintang Mulia is located at Kopo Permai I Blok A.
No 0, Bandung. There are certain levels at Bintang Mulia: playgroup,
3
Maranatha Christian University
Kindergarten1 and Kindergarten2. The headmistress of Bintang Mulia is
Miss Lois Musa Sugiaman.
The school was founded by Yayasan Bina Insan Mulia. The vision of
Bintang Mulia Kindergarten is to provide education based on Christian
values. The mission is to become a Christian institution that prioritizes
faith, integrity and knowledge.
E. Method of the Study
To write my term paper, first I analyze my problem that I faced during
my internship at Bintang Mulia. I observed the class and the teaching
activities and collected the data during my internship at K2 Bumble Bee
class. I wrote the journal every day to record the things I did in the class.
Moreover, to find solutions, I read some books and searched from the
internet for the data that I needed to overcome my problem of not being
able to speak English fluently while teaching pupils in K2 Bumble Bee
class.
F. Limitation of the Study
My term paper focuses on my ability in speaking English while assisting
Miss Aline to teach pupils in K2 Bumble Bee class at Bintang Mulia. I
observed myself when I had to teach twenty-three pupils around five years
old and observed what happened in the class every day during my
internship there. My internship lasted for one and a half months, starting
from July 13, 2011 to August 29, 2011.
4
Maranatha Christian University
G. Organization of the Term Paper
My term paper begins with the Abstract, as a summary of the paper in
Indonesian. The next part is Acknowledgements, which mentions the
people who have supported and helped me in writing my term paper. This
is followed by Table of Contents. After that, there is Chapter I, Introduction,
Chapter II, Problem Analysis, Chapter III, Potential Solutions, and Chapter
IV, Conclusion. As the final parts, there is a Bibliography, which shows the
list of references, and an Appendix.
5
Maranatha Christian University
CHAPTER IV
CONCLUSION
In the previous chapters, I have explained the problem I faced while I
was teaching at Bintang Mulia and three potential solutions. The problem I
faced during my internship is that as an English teacher assistant, I was
not able to speak English fluently while teaching in English to pupils in K2
Bumble Bee class. The causes are that I am not confident because I am
afraid of making mistakes in front of my pupils while teaching in English in
the class, and I do not have sufficient vocabularies and grammar to teach
in English. The effects are that I cannot communicate what I want to say
well and the teacher that I assist (my partner) always has to help me clarify
what I want to say. To overcome the problem, there are some potential
solutions. The solutions are a few days before I teach, I prepare what I will
say during the class and practise it in front of my friends, who understand
English, I force myself to keep teaching in English to practise my English
so that I become more fluent, and I keep studying grammar and enriching
myself with new vocabularies every day as a way to improve my English
speaking skill.
16
Maranatha Christian University
Refering to the previous chapters, I decide to combine all of the
potential solutions as the best choice to solve my problem found during my
internship. The first solution is preparing what I will say in the class and
practising it in front of my friends, who understand English, a few days
before I teach because they can correct me if I make errors. Preparing
what I want to say and practising it in advance can in fact make me more
fluent when I have to teach in English. The second solution is that I force
myself to keep teaching in English to practise my English so that I become
more fluent. After I prepare and practise with my friends, I force myself to
keep teaching in English. To make my speaking skill more fluent, I believe
that I have to try to always use English while teaching. Third, I keep
studying grammar and enriching myself with new vocabularies every day
as a way to improve my English speaking skill. When I want to say
something in English, but I do not know the word that I want to say, it
makes me stammer and not be able to speak English fluently. Thus,
enriching new vocabularies is important as to make me know more new
words, and it is easier for me to choose the best word(s) that I need while
teaching. Grammar is also important because the structures of my talk will
support my English speaking skill when I have to relay information to the
children. Hence, speaking English with the right structures will make it
easier for me to teach in English because I know the right structures that I
have to use. As a result, there is no misunderstanding between my pupils
and me.
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The combination of the three potential solutions can make me speak
English more fluently while teaching pupils in English. Every potential
solution supports each other . If I only prepare what I want to say without
practicing it, it will be ineffective because preparing the materials must be
supported by practising, so I will be more fluent while teaching in English.
Furthermore, preparing the materials and practising must also be
supported by forcing myself to keep teaching in English, studying
grammar, and also enriching myself with new vocabularies as a support
for my speaking skill to become more fluent. Thus, it is better if the three
potential solutions are applied together.
In conclusion, non-native English teachers who have the same problem
as me can apply the three potential solutions that I have explained,
namely, preparing what they want to say and practising it in advance,
trying to keep teaching in English, and learning more grammar and
enriching themselves with vocabularies. When the three potential solutions
are applied, I believe the teachers who are not really able to speak English
fluently can speak English more fluently when they are teaching in
English.
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