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This research is motivated by the school’s obligation to actively foster students’ interest in reading through characterized GLS. Since the GLS operation, a parameter which measures character reinforcement through searching of GLS quality performed by teachers at school is needed. In this case, the author employs the Critical Discourse Analysis (AWK) parameter. This qualitative research employs the case study method and Indonesian Language Teachers subject of the Vocational High Schools in Bandung as its source of data. The AWK reviews the quality of character value application in GLS implementation in social relation, learning reaction, learning system, learning interaction, and discourse characteristics aspects. The concerned GLS activity includes achieved implementation of stages application level by teachers in Lesson Plan (including habituation, development, and learning stages). The character values studied include existence or non-existence of character values: religiosity, nationalism, independence, mutual cooperation, and integrity. The research results show that all Lesson Plan materials are based on literacy, because of learning orientation to text understanding. All Lesson Plans have shown GLS at the development stage. Formally, in all Lesson Plans studied, GLS is not described in detail within the 15minutes of the beginning of learning, but all learning core activities are literacy activity. Keywords—critical discourse analysis; school literacy movement; character education

The Parameter of Character Reinforcement through Optimization of School Literacy Movement Oriented to Critical Discourse Analysis