<![CDATA[Students' reading interest remains a problem in the primary education sector in Indonesia. This situation encourages educational institutions to maximize the implementation of the School Literacy Movement (GLS) as an effort to improve students' literacy skills. This study aims to evaluate the implementation of the School Literacy Movement in Indonesian language teaching at SD Negeri 74 in Bengkulu City. This study used a qualitative method with a descriptive approach. Research participants included the principal, teachers, and students. Data were obtained through observations, interviews, and documents, then analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The research findings indicate that the implementation of GLS has been carried out through reading activities for 15 minutes before lessons, the use of reading corners, visits to the library, and the integration of literacy activities in Indonesian language learning. The results of observations indicate that 73.3% of students are classified as active or very active in literacy activities, while 26.7% of students still need guidance to develop reading habits. Factors supporting the implementation of GLS include principal support, teacher participation, and the availability of literacy facilities. Inhibiting factors include varying student reading interests, a lack of varied reading materials, and less than optimal parental support. This study shows that the implementation of the School Literacy Movement at SD Negeri 74 Bengkulu City has been going well and has contributed to supporting Indonesian language learning and the development of students' literacy culture]]>
