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Professional teachers in Indonesia have to be able to make a proposal and do a Classroom Action Research (CAR). Therefore,the purpose of thispaperis to describe the teachers’ achievement in making the proposal ofCAR while they are on the PendidikandanPelatihanProfesi Guru (PLPG) or Education and Training of Professional Teachers (ETPT). The method used is descriptive quantitative, and the data were analyzed by using item analysis. The data of this research were the teachers’ proposal of CAR submitted during their training in Banda Aceh. The sample was taken from 30 teachers of junior high schools. The teachers attending the training were from several districts, namely from Great Aceh (6 teachers), North Aceh (7 teachers),Bireuen(4 teachers), Singkil(6 teachers), Pidie(5 teachers), and Tamiang(2 teachers). The instrument used to assess the teachers’ proposal of CAR was taken from the guidebook of ETPT. The components to be evaluated were: 1) the Title, 2) Introduction (a,b,c), 3) Problems (a,b,c), 4) Purpose, 5) Benefit, 6) Review of Literature (a,b), 7) Method of research (a,b,c,d), 8) Schedule, 9) References, and 10) Language used. These werefourteen criteria that have to be scored based on the completeness of the component. The results of this study showed that 15 teachersscoredwell in writing their proposal of CAR. Among these, one teacher achieved the scores perfectly, five got excellent, and nine got sufficient. From the result of index difficulty, there are thirteen criteria that are easy for the teachers to write their proposal, the criteria are numbers 1, 2a, 2b, 2c, 3a, 3b, 4, 5, 6a, 7a, 7b, 7c, and 10. Next, the three criteria that are difficultare numbers 3c, 6b, and 7d. Then, there are two criteria that are fair (numbers 8 and 9). From those results, it can be said that only half of the participants have the ability in writing a good proposal of CAR, meanwhile the other half still faces difficulty. This means that their writing on the proposal of CAR still needs to be improved.