References

Aida, S. N., & Widiyati, E. (2020). Extensive reading to improve students’ writing of explanation text. EduLite: Journal of English Education, Literature and Culture, 5(1), 109-117.
Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading research quarterly, 285-303.
Azizi, M., Tkácová, H., Pavlíková, M., & Jenisová, Z. (2020). Extensive Reading and the Writing Ability of EFL Learners: The Effect of Group Work. European Journal of Contemporary Education, 9(4), 726-739.
Bamford, J., & Day, R. R. (1998). Teaching reading. Annual review of applied linguistics, 18, 124-141.
Bamford, J., & Day, R. R. (Eds.). (2004). Extensive reading activities for teaching language. Cambridge University Press.
Bell, T. (1998). Extensive reading: Why? and how. The Internet TESL Journal, 4(12), 1-6.
Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. Harlow: Longman/Pearson Education. 
Day, R. R., & Bamford, J. (2002). Extensive reading in the second language classroom (3rd ed.). Cambridge University Press.
Day, R., & Bamford, J. (2004). Extensive reading activities for teaching language. New York: Cambridge University Press.
Day, R. R., Bamford, J., Renandya, W. A., Jacobs, G. M., & Yu, V. W. S. (1998). Extensive reading in the second language classroom. RELC Journal, 29(2), 187-191.
Elley, W. (2001). Editorial. Guest editor’s introduction. International Journal of Educational Research, 35, 127-135.
Elley, W. B. (1991). Acquiring literacy in a second language: The effect of book‐based programs. Language learning, 41(3), 375-411.
Elley, W. B., & Mangubhai, F. (1983). The impact of reading on second language learning. Reading research quarterly, 53-67.
Feathers, K. M., & Smith, F. R. (1983). The evolution of a research design: A case study in content reading. Journal of Curriculum Studies, 4(3), 279-287.
Ferdila, R. (2014). The use of extensive reading in teaching reading. Journal of English and Education, 2(2), 68-80.
Fu, S. (2022). The roles of intensive and extensive reading activities in Chinese EFL University students’ reading comprehension skills. Education and Linguistics Research, 8(1), 1-11.
Grabe, W. (2008). Reading in a second language: Moving from theory to practice. Cambridge University Press.
Grabe, W., & Stoller, F. L. (2011). Teaching and researching reading. Harlow. England: Pearson Education.
Hafiz, F. M., & Tudor, I. (1990). Graded readers as an input medium in L2 learning. System, 18(1), 31-42.
Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: OUP.
Hidayat, D., & Rohati, T. D. (2020). The effect of Extensive Reading on students reading comprehension. Wanastra: Jurnal Bahasa dan Sastra, 12(1), 58-64.
Hitosugi, C. I., & Day, R. R. (2004). Extensive reading in Japanese. Reading in a foreign language, 16(1), 20-30.
Huynh, D. P. (2022). Extensive Reading on Postgraduate Students' Perceptions and Its Effects on Reading Comprehension. International Journal of TESOL & Education, 2(4), 32-47.
Janopoulos, M. (1986). The relationship of pleasure reading and second language writing proficiency. TESOL quarterly, 20(4), 763-768.
Jeon, E. Y., & Day, R. R. (2016). The effectiveness of ER on reading proficiency: A meta-analysis.
Joseph, J. E., & Newmeyer, F. J. (2012). 'All Languages Are Equally Complex'. Historiographia linguistica, 39.
Krashen, S. (2009). Anything but reading. Knowledge Quest, 37(5), 18.
Krashen, S. (1992). The input hypothesis: An update. Linguistics and language pedagogy: The state of the art, 409-431.
Krashen, S. (1993). The Power of Reading. Englewood, Colorado: Libraries Unlimited.
Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The modern language journal, 73(4), 440-464.
Krashen, S. D. (1993). The case for free voluntary reading. Canadian Modern Language Review, 50(1), 72-82.
Krashen, S. D. (2004). The power of reading: Insights from the research: Insights from the research. ABC-CLIO.
Lekawael, R. F., & Ferdinandus, M. S. (2021). Investigating Undergraduate Students’ Perceptions of Extensive Reading Toward Their Vocabulary Mastery in English Department of Pattimura University Ambon. English Review: Journal of English Education, 9(2), 345-354.
Linuwih, E. R. (2021). The effectiveness of extensive reading in improving EFL academic writing. Journal of English Language Teaching and Linguistics, 6(1), 167-177.
Lituanas, P. M., Jacobs, G. M., & Renandya, W. A. (2001). An investigation of extensive reading with remedial students in a Philippines secondary school. International Journal of Educational Research, 35(2), 217-225.
Liu, J., & Zhang, J. (2018). The Effects of Extensive Reading on English Vocabulary Learning: A Meta-Analysis. English language teaching, 11(6), 1-15.
Maley, A. (2009). Extensive reading: Why it is good for our students… and for us. Teaching English, 9(20), 2019.
Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25(1), 91-102.
Nakanishi, T. (2015). A meta‐analysis of extensive reading research. Tesol Quarterly, 49(1), 6-37.
Nation, I. S. P. (2007). The four strands. Innovation in Language Learning and Teaching, 1(1), 1–12. doi:10.2167/illt039.0
Nation, I. S. P. (2015). Principles guiding vocabulary learning through extensive reading. Reading in a Foreign Language, 27(1), 136–145.
Nation, P. (2007). The four strands. International Journal of Innovation in Language Learning and Teaching, 1(1), 2-13.
Nuttall, C. (1996). Teaching reading skills in a foreign language. Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912.
Nuttal, C. (2005). Teaching Reading Skill in a Foreign Language. London:Heinemann Educational Books
Pena-Florida, A. H. (2002). Non-traditional forms of assessment and response to student writing: A step toward learner autonomy. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 344-353). Cambridge, UK: Cambridge University Press.
Peterson, J. (2022). Japanese Extensive Reading: Reading Goals and Learner Perceptions. The Reading Matrix: An International Online Journal, 22(1).
Renandya, W. A., & Iswandari, Y. (2022). Extensive Reading 81. Research Questions in Language Education and Applied Linguistics: A Reference Guide, 457.
Rodrigo, V., Krashen, S., & Gribbons, B. (2004). The effectiveness of two comprehensible-input approaches to foreign language instruction at the intermediate level. System, 32(1), 53-60.
Sari, R. K., & Erlangga, F. (2019). Introduction to Extensive Reading Using Graded Reader Books on Junior High School Students In East Jakarta. Simposium Nasional Ilmiah & Call for Paper Unindra (Simponi), 1(1).
Schmidt, K. (2000). Setting up and running extensive reading programs. In TESOL 2000 conference, Vancouver, Canada, Retrieved April (Vol. 28, p. 2002).
Smith, F. (1983). Reading like a writer. Language arts, 60(5), 558-567.
Smith, R. M. (1983). Learning How To Learn. Milton Keynes: Open University Press.

Soltani, R. (2011). Extensive reading: A stimulant to improve vocabulary knowledge. Studies in literature and Language, 2(3), 161-167.