IMPLEMENTASI PROGRAM GERAKAN LITERASI SEKOLAH (GLS) DI SD MUHAMMADIYAH PURWODININGRATAN 2 YOGYAKARTA

This research aimed to describe: 1) the forms of School Literacy Movement program activites; (2) the stages of implemention of the School Literacy Movement program; (3) the obstacles that occur during the implementation of the School Literacy Movement; and (4) the solution made to the obstacles encountered on implementation of the School Literacy Movement in Muhammadiyah Purwodiningratan 2 Yogyakarta Elemtary School. The type of research was is qualitative descriptive. The research was conducted at Muhammadiyah Purwodiningratan 2 Yogyakarta Elementary School in December 2019 – Febuary 2020. The subjects in this research were the school principal, head of the library, 3 teachers and 6 student. The data was collected by using interview, observation, and documentation. The data were analyzed by using Miles and Huberman qualitative Model. The data validity used triangulation techniques and sources. The results show: (1) The forms School Literacy Movement program at Muhammadiyah Purwodiningratan 2 Yogyakarta Elementary School are tahfidz the quran, must visit the library, daily infaq movement, the reading corner, student savings, mother day contest, class contest, include student in many contest, outing class, develop student talent, provide posters, and giving appreciation to student. (2) The stages of implementation of the School Literacy Movement program consist of three stages, this is: (a) habituation stages is doing with tahfidz the quran, provide books, provide posters, reading corner, and involve student guardian. (b) development stages that is doing with do many reading technique, choose enrichment books, giving appreciation to students, and make literacy team. (c) learning stages is doing with do many reading technique, and choose enrichment books. (3) The obstacles are in recent years student interest in reading has decreased, the process of increasing sometimes has difficulty, lower students can’t full consentration, and some teachers who have a dual task focus. (4) The solution is giving many literacy activities to students, giving a guidance and motivation to students and teachers continue, giving gift to all achievers students, giving rules about literacy to teachers, and giving understanding to parent about literacy