Journal of Teaching and Learning in Elementary Education (JTLEE) Vol. 1 No. 2 August 2018 ©All rights reserved Printed in Indonesia ISSN (Print) : 2615-4528 ISSN (Online) : 2622-3023 Sri Dwi Nirmala, Students’ Elementary Literacy Skill And Critical Thinking Skill Supported By School Literacy Program (SLP) Page | 92 Students’ Elementary Literacy Skill And Critical Thinking Skill Supported By School Literacy Program (SLP) Sri Dewi Nirmala 1,2* , R. Rahman 2 , B. Musthafa 2 1 SDN 4 Cicurug, Kabupaten Sukabumi, Jawa Barat, Indonesia 2 Universitas Pendidikan Indonesia, Program Studi Pendidikan Dasar, Bandung, Indonesia 1 nirmalasridewi73@gmail.com Abstract The literacy skills of elementary school students in Indonesia, according to international instructional survey data such as PISA and PIRLS are generally at low ability level. Starting from this condition, the government then launched the School Literacy Program (SLP) which is in sync with the implementation of Curriculum 2013. This study aims to analyze and calculate the difference of literacy ability and students’ fourth graders critical thinking in schools that organize SLP in three areas of the village, transitions, and cities located in Sukabumi Indonesia. The results showed that the students' fourth-grade literacy ability at the SLP organizing school was at a low level of 66.89, the middle level 55, the high level 54.67, and the advanced level of 55.89. The students' critical thinking ability is at a low level of 82.94, 55.33 and 55.67. Based on the results of this study, it can be concluded that fourth graders students’ literacy ability at school organizer SLP in Sukabumi is at low level / factual literal. While fourth graders students’ critical thinking was able to reach low levels. Keywords: Literacy ability, Critical Thinking and School Literacy Program (SLP) 1. INTRODUCTION Research, practice and intuition support the concept positive reading skill and higher motivation are positively related to successful elementary student’s reading achievement. If children’s motivation for reading increases they will spend more effort learning to read, expend more time reading and in turn will become successful, engaged readers (Sperling & Head, 2002). There are strong reasons to develop interventions targeting both aggressive behavior and reading skill deficits. Children begin to acquire the ability to process information and to discern between alternatives at a very young age through interactions and experiences with others in their communities (Smolkowski, 2005) and essential for knowledge construction and school success, student must be engaged critical thinking in reading skill. Teaching critical thinking skills is growing more important as students need to adjust to such change by actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or