Enhancing the Capability of Language Teachers in Developing Lesson Plans Through Academic Supervision of Personal Conversation Technique

摘要

This study aims to determine whether academic supervision of personal conversation technique can improve the ability of language teachers in developing lesson plans. The action hypothesis of this study is through the implementation of academic supervision of personal conversation technique, the ability of language teachers can be increased. The subjects of this study were language teachers. The research instrument that used to determine the competence of teachers in developing lesson plan were interview guide and observation sheet. Meanwhile, to observe the activities of academic supervision using personal conversation technique are used observation sheet. The research design used school action research referring to Kemmis model, which designed in two cycles. Each cycle consists of four stages of activity, namely: planning, implementation, observation, and reflection. The results showed the ability of language teachers to develop lesson plan in the I cycle reached an average value of 85,19% with the Good category, while in the II cycle obtained an average score of 90,86% with the Very Good category. Based on the research data, it was concluded that the implementation of academic supervision of personal conversation technique could improve the ability of language teachers in developing lesson plan.