Simple Example CAR

Classroom Action Research Plan: A Simple Example

Adapted by ptkcontoh from infoskripsi.com

Problem faced in the classroom: "Children working on a matter of difficult stories"

During this habit:

1. Teachers give to students concerning
2. Invites students with a teacher reading matter
3. Teachers ask / explain the classical: (So that is known of this problem is ... and is asked is ....)
4. Teachers ask the students write in a book, write each one. (for know ..., Asked ...., Answer: ....)
5. Teachers explain (sometimes with the discussion) to the student's answer is a matter of
6. Teachers told students the next shoptalk exercise is done for their own 
7. Teachers end with a test

Why does not understand the problem?

1. If the practice during this, the teacher is the active
2. Transfer students live to understand what the teachers
3. Students should understand the current problem is, do not teach
4. how?
5. This is a worthy research examined the class action

Helping students understand alternative

1. Invite children to arrange the matter again with the sentence itself (Action 1)
2. Invites children to use in addition to the sentence itself, but also make the illustration is an image (action 2)
3. Invites children portray the problem with themselves or with other physical representation (of 3)

Notes:

1. Action 2 actual need diverse. Similarly, action 3 or 4. A clear, acts as a lack of action previously anticipated
2. In the action plan 2 above is illustrated in the image of 1.
3. Actually could be added to the other, for example, ask for justification of the child. This action can be 2A and we can develop actions 2B, 2C, and others.
4. 1 run after the action, do the reflection, and a new action that must be run 2.

When Stop

1. You has to set indicators of success
2. When children have been told by the stories concerning for example: a) Regularity can find a pattern of problems that will be completed (85% of all students? and b) Can find a formula that can be used to solve problems (75% of all students?).
3. If the indicator of success is achieved, it is complete. Because the goal is reached.

Notes

1. Each CAR (PTK) must load a minimum of 2 cycles
2. Each cycle consists of: (see figure)
3. If, in one cycle indicator that success is achieved, then there are several possible causes: a) The problem is not a problem worthy examined, b) Indicator of success is too low, or c) Researchers too quickly satisfied 

Research does not always match the desired research
Must be open, as is. Even if it fails to say bitter.
Located on the credibility researchers honesty level Example 1:

1. Problem: Children do not like to ask and ask if the low level only
2. Possible causes: a) Do not know what that must be asked, b) Fear if the question with a question again, c) Fear friend doubtful

Possible Action:

1. Giving examples of questions that can be asked of a sentence / statement is written, and encourage students to ask in class (Action 1)
2. Giving examples, such as the above questions, paste in the classroom observation format questions (filled by a teacher) that contains a list of students' classmates, the frequency of the questions, and the level of questions (Action 2)
3. Giving examples of questions and paste in the classroom observation format question as above, and also placed in the next rubric (assessment guidelines) each student associated with the frequency and quality of students' questions (Action 3)
4. Using the format and rubric for self assessment (Action 4)
5. Using the format and rubric for assessment and discuss the results of the self-assessment (Action 5)

Indicators of Success

1. Eg 50% of students get the assessment score> 80 based on the rubric (teacher)

---

Example 2:

1. Children often do not dare to speak in English, although many times already recommended to always use the English language.
2. One reason is that their vocabulary is limited.
3. Therefore, I want to improve the learning process to improve the control of vocabulary

Possible Action

1. Ask children every day brings a new word in English, written quite large (the size of half a quarto) and paste in the classroom. Teachers read the words and the students. Teacher explains the meaning of words, and give examples
2. its use in the sentence and also the sense. (1 action)
3. Teachers still running style as above, but with the added request one at random to be a leader (the teacher to give meaning and example the following sentence means. Students who are appointed only just read the word and expression). (action 2)
4. Teachers are not modeling at all. Even ask children explore the meaning of the word dictionary. And ask for some people (turns) choose a word, translate the meaning, the word of the sentence, and explain the meaning of this expression. (Action 3)
5. Action 4, 5, and so on. Please be processed from the previous action

---

Example 3:

The problem: children are still often have difficulty determining subject of a paragraph.

Possible actions:

1. Ask the children to gather and paste a paragraph in a corner-corner study. Teachers select one particular paragraph, a paragraph was read, and a discussion to determine the main ideas of the paragraph. The rest as usual, the students were given training determine subject of several paragraphs, weave specifics minds of some paragraphs to determine the basic thought of reading a whole (articles, chapters, or the entire book. (1 action)
2. Ask the children to gather, hang in a corner-corner study. Teachers refer randomly one of the students choose one paragraph, read in front of friends, and a discussion to determine the main ideas of the paragraph. The rest as usual, the students were given training determine subject of several paragraphs, weave specifics minds of some paragraphs to determine the basic thought of reading a whole (articles, chapters, or the entire book. (Action 2)
3. Ask children to sit groups. Each child write one sentence. Paper following shifted writings and to other friends, and write this one sentence again. So form one paragraph. The result is discussed to determine the main ideas of the paragraph. The rest as usual, the students were given training determine subject of several paragraphs, weave specifics minds of some paragraphs to determine the basic thought of reading a whole (articles, chapters, or entire books). (Action 3)
4. Ask children to sit action groups such as 3, but before the first child write a sentence beginning, before he had to write down the main principal already and save them in the pocket. After all the work to develop one, the students assess the suitability of the next paragraph with the basic ideas that are original. The rest as usual, the students were given training determine subject of several paragraphs, weave specifics minds of some paragraphs to determine the basic thought of reading a whole (articles, chapters, or the entire book. (Action 4)

---

Example 4:

Children are taught wake-up flat, circular, knowledgeable. But if faced with a mixture of wake geometry, they are still confused. How teach better?

Possible Action:

1. Action 1: The children were given pictures in the board. They are required to replicate the image on the each their paper. They are required to break image into the pictures up that they know geometry. Then they determine the order knowledgeable each and ordered to determine the number of all broad mix up
2. Action 2: The children were given pictures in the board. They are given tools wake geometry. They are required to combine tools in order to obtain equipment such as a picture. Ordered to calculate the wide each, the overall count the knowledgeable.
3. Action 3: The children are given the image and tools. They are required to replicate the image with the tools, manipulating, giving up the characteristics of geometry label (the name up, the length, width, fingers, diameter, wide formula, the formula around, and others) on the results of imitation. Calculating wide each other, and the broad overall.

Action 4: and others.