<![CDATA[Abstract: This study aims to describe the implementation of the GLS program which focuses on the habituation stage to foster student interest in reading at SDN Bakalan Krajan 2 Malang City and describe the obstacles and solutions during the implementation process. This research uses a qualitative approach with a qualitative descriptive type of research. Data collection techniques used to obtain data are observation, interviews, and documentation. The results showed that the indicators of implementation that had been met in the implementation of the GLS program were viewed from the habituation stage, namely the 15-minute reading activity was carried out every day at the beginning of the lesson and had read aloud and read silently, there was a school library, class reading corner, campaign posters. reading, a variety of text-rich materials in every classroom, creating a text-rich, public engagement environment. For indicators that have not been achieved, namely recording in the diary the title and name of the author of the book that has been read as well as the involvement of teachers, school principals, and other education personnel in the 15-minute reading activity. The obstacles experienced and their solutions were related to reading activities and the infrastructure that supports the GLS program. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan pengimplementasian program GLS yang berfokus pada tahap pembiasaan untuk menumbuhkan minat baca siswa di SDN Bakalan Krajan 2 Kota Malang dan mendeskripsikan kendala serta solusi selama proses pengimplementasian. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif kualitatif. Teknik pengumpulan data yang digunakan untuk memperoleh data yaitu observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa indikator keterlaksanaan yang sudah terpenuhi dalam pelaksanaan program GLS yang ditinjau dari tahap pembiasaan, yaitu kegiatan 15 menit membaca dilakukan setiap hari di awal pelajaran dan sudah melakukan membacakan nyaring dan membaca dalam hati, terdapat perpustakaan sekolah, sudut baca kelas, poster kampanye membaca, macam-macam bahan kaya teks di setiap ruang kelas, menciptakan lingkungan kaya teks, keterlibatan publik. Untuk indikator yang belum tercapai yaitu mencatat di catatan harian judul dan nama pengarang buku yang sudah dibaca serta keterlibatan guru, kepala sekolah, dan tenaga kependidikan lain dalam kegiatan 15 menit membaca. Kendala yang dialami beserta solusinya yaitu terkait kegiatan 15 membaca dan sarana prasarana yang menunjang program GLS.]]>
