Achoui, Sana. (2019).  Critical Reading Strategies Among English Literature Students at a Malayasian Institute of Higher Learning. (n.d.). http://studentrepo.iium.edu.my/handle/123456789/9451 

Afflerbach, P., Cho, B.Y., Kim, J.Y., Crassas, M. E., & Doyle, B. (2013).  Reading: What Else Matters Besides Strategies and Skills?  Reading Teacher, 66(6). 

Ahmed, S.  (2016).  Reading habits and attitudes of UMSKAL undergraduates.  International Journal of Applied Linguistics and English Literature, 5(2), 189-201. 

Aka, N. (2019).  Reading performance of Japanese high school learners following a one-year extensive reading program.  Reading in a Foreign Language, 31(1), 1-18.  

Akin, F., Koray, Ö., & Tavukçu, K. (2015).  How effective is critical reading in the understanding of scientific texts? Procedia Social and Behavioral Sciences, (174), 2444-2451. 

Alexander, P. A. (2018).  Engagement and literacy: Reading between the lines. Journal of  Research in Reading, 41(4), 732-739. 

Ali, M.A. & Razali, A.B. (2019).  A review of studies on cognitive and metacognitive reading strategies in teaching reading comprehension for ESL/EFL learners. English Language Teaching, 12(6), 94-111. 

Aliyah Baharudin Marji. (2016).  Effects of Extensive Reading Circles on Lower Proficiency Tertiary Level ESL Learners’ Oral Communicative Competence.  http://psasir.upm.edu.my/id/eprint/66794/1/FBMK%202016%2046%20IR.pdf 

Allington, R. L. (2012).  What really matters for struggling readers: Designing research-based programs. 3rd ed. Boston: Allyn and Bacon. 

Allington, R. L., & Gabriel, R. E. (2012).  Every child, every day. Reading: The Core Skill, 69(6), 10-15. 

Anandari, C.L., & Iswandari, Y.A. (2019).  Extensive Reading in Indonesian Schools: A Successful Story. TEFLIN Journal, (30), 137-152. 

Anderson, L. W., & Krathwohl, D. R. (2001).  A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives.  New York: Longman. 

Anderson, N. J. (2012).  Reading instruction. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to pedagogy and practice in second language teaching (pp. 218-225). Cambridge: Cambridge University Press. 

Anealka Aziz Hussin. (2015).  Refining the Flesch Reading Ease Formula for Intermediate and High-Intermediate ESL Learners. International Journal on E-Learning and Higher Education (IJELHE), 3(8), 123-142. 

Angeline Ranjethamoney Vijayarajoo & Moses Samuel. (2013).  Reader-Response Pedagogy and Changes in Students Stances in Literary Texts. The English Teacher, XL11 (3). 

Anish C.A. & Joseph, J. (2017).  Reading Habits of Higher Secondary School Students: A Study. Imperial Journal of Interdisplinary Research (IJIR), 3(5), 1939-1940.  

Anyaegbu, M.I., Aghauche, E.E. & Nnamani, E. (2016).  Poor Reading Habit and the Academic Performance of Junior Secondary School Students in Enugu South Local Government Area of Enugu State. Education Research Journal, 6(8), 112-121.  

Appleman, D. (2015).  Critical Encounters in Secondary English: Teaching Literary Theory to Adolescents. 3rd ed. New York, NY: Teachers College, Columbia University. 

Arafah, B. (2018).  Incorporating the Use of Literature as an Innovative Technique for Teaching English. KnE Social Sciences 3(4) 24–36.  

Asila, Jalil. (2017, October 26).  Low literacy rank because Malaysians don’t want to read, say educationists. The Malaysian Insight.  

Atek, E. S. E., Hassan, I., Azmi, M. N. L., Yah, M. H., Azmi, N. J. (2020).  Popular approaches to the teaching of English literature among students in Malaysian secondary schools. International Journal of English Language and Literature Studies, 9(4), 339-348.  

Atkinson, B. & Mitchell, R. (2010).  “Why Didn’t They Get It?” “Did They Have to Get It?” What Reader Response Theory Has to Offer Narrative Research and Pedagogy? International Journal of Education & the Art, 11(7), 1-24. 

Azian Abdul Aziz, Fauziah Ismail, Noor Mala Ibrahim & Norhanim Abdul Samat. (2017).  Investigating the implementation of Higher-order Thinking skills in Malaysian classrooms: Insights from L2 teaching practices. Sains Humanika, 9 (4-2), 65-3. 

Baba, J., & Affendi, F. R. (2020).  Reading Habit and Students' Attitudes towards Reading: A Study of Students in the Faculty of Education UiTM Puncak Alam. Asian Journal of University Education, 16(1), 109-122. 

Bahagian Teknologi Pendidikan, Malaysia. (2017).  NILAM Yang Ditambahbaik:  Panduan Pelaksanaan di Sekolah. Kuala Lumpur: Kementerian Pendidikan Malaysia. 

Bahagian Teknologi Pendidikan. (2005).  Laporan Kajian Penilaian Program NILAM 2004. Kuala Lumpur: Kementerian Pelajaran Malaysia. 

Bahagian Teknologi Pendidikan. (2007). Program NILAM: Konsep dan Panduan Pelaksanaan di Sekolah. 2nd ed. Kuala Lumpur: Kementerian Pelajaran Malaysia. 

Bahagian Teknologi Pendidikan. Laporan I-NILAM (Atas Talian). (2014). http://nilam.tarantula.my/index.php. 

Bahmani, R., & Farvardin, M. T. (2017).  Effects of different text difficulty levels on EFL learners’ foreign language reading anxiety and reading comprehension. Reading in a Foreign Language, 29(2), 185-202. 

Bailey, K. (1990).  The Use of Diary Studies in Teacher Education Programs in Richards, J & D. Nunan (Eds.), Second language teacher education (pp. 215- 226). New York: Cambridge University Press. 

Banihani, M.S., & Abu-Ashour, K.M. (2015).  The Role of Jordanian Schools in Encouraging Students' Outside Reading.  Journal of Education & Social Policy. 2(1), 72-77. 

Baron, R. A. (1995). Psychology.  3rd ed.  Boston:  Allyn & Bacon. 

Beach, R. W. & Marshall, J. D. (1991). Teaching literature in the secondary school. San Diego: HBJ. 

Bennett, K. (2016).  "Reluctant Readers: An Analysis of Educational and LIS Literature from 1993-2013. SLIS Connecting, 5 (1). DOI: 10.18785/slis.0501.11  

Benton, M.  (1992). Secondary World:  Literature Teaching and the Visual Arts.  Buckingham:  Open University Press. 

Birketveit, A., Rimmereide, H. E., Bader, M., & Fisher, L. (2018).  Extensive reading in primary school EFL.  Acta Didactica Norge, 12(2), 1-23. 

Boeije, H. (2007). A purposeful approach to the constant comparative method in the analysis of qualitative interviews. In Sarantakos, S. (Ed.). Data Analysis (1),  265 - 285. London: SAGE Publication. 

Bogdan, R., & Biklen, S. K. (2007). Qualitative Research for Education: An Introduction to Theory and Methods. 5th ed. Boston: Allyn & Bacon. 

Bernama. (2020, Feb 14).  Dr. M launches National Reading Decade, boost reading habit. Borneo Post. https://www.theborneopost.com/2020/02/14/dr-m-launches-national-reading-decade-boost-reading-habit/ 

Boutorwick, T. J., Macalister, J., & Elgort, I. (2019).  Two approaches to extensive reading and their effects on L2 vocabulary development. Reading in a Foreign Language, 31(2), 150-172.  

Braun, V. and Clarke, V. (2013).  Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.  

Brownlie, F. (2019).  Grand conversations, thoughtful responses: A unique approach to literature circles. 2nd edition.  Winnipeg, Manitoba, Canada: Portage and Main Press. 

Budi Prasetyo. (2014).   Improving Reading Comprehension through Extensive Reading Activity (Unpublished Master's Thesis). Universiti Ahmad Dahlan, Yogyakarta. https://www.Academia.Edu/9147414/Improving_Reading_Comprehension_Through_Extensive_Reading_Activity_A_Classroom_Action_Research_For_The_Second_Grade_Students. 

Calman, R. (2018).  The influence of bibliographies and book displays on motivation for extensive reading. In M. Brierley & T. E. Bieri (Eds.), Extensive Reading World Congress Proceedings, 4, 276-284. 

Carlisle, A.  (2000).  Reading logs:  an application of reader-response theory in ELT.  ELT Journal Volume 54(1), 12-19. 

Case, R. (2013).  The unfortunate consequences of Bloom's taxonomy. Social Education, 77(4), 196-200. 

Chan, S. H. & Ain Nadzimah Abdullah. (2015).  Bilingualism in Malaysia: language education policy and local needs. Pertanika Journal of Social Sciences and Humanities, 23(3), 55-70. 

Chang, C-S, Renandya, W (2017).  Current practice of extensive reading in Asia: teachers’ perceptions. The reading Matrix 17(1), 40-59. 

Chiang, J.K.S., Malini Ganapathy, & Tan, D.A.L. (2020).  Aesthetic Responses of Language Learners to Stylistic Devices. Pertanika Journal of Social Sciences & Humanities, Special Issue.  

Chiu, H. (2015).  Supporting ER in a university where English is used as a second language and a medium of instruction. Reading Matrix: An International Online Journal, 15(1), 234-251. 

Chou, I. (2015). Engaging EFL Students in E-books Using Reader-Response Theory. The Reading Matrix : An International Online Journal, (15), 167-181. 

CIA World Factbook. (2020). Literacy Rates / Countries of the World (citypopulation.de).  https://www.cia.gov/the-world-factbook/field/literacy. 

Cox, C., & Many, J. E. (1992).  Stance towards a literary work: Applying the transactional theory to children's responses. Reading Psychology: An International Quarterly, 13(1), 37-72. 

Creswell, J. W. (2013).  Qualitative inquiry and research design: Choosing among five approaches. 3rd ed. Thousand Oaks, CA: Sage Publications. 

Creswell, J.W. (2008).  Educational research: Planning, conducting, and evaluating quantitative and qualitative research 3rd ed. New Jersey: Pearson Education Inc. 

Curriculum Specifications English Language, Form 4. (2003). Curriculum Development Centre, Ministry of Education Malaysia. 

Dalle, T.  (1988). Reading journals:  Solving the problem of input in the ESL composition class.  TESL Reporter. (21), 23-26. 

Daniel, O. C., Esoname, S. R., Chima, O. D., & Udoaku, O. S. (2017).  Effect of reading habits on the academic performance of students: a case study of the students of Afe Babalola university, Ado-Ekiti, Ekiti state. American Journal of Library and Information Science, 1(1), 27-33. doi: 10.11648/j.ajlis.20170101.1 

Darmi, R., & Albion, P. (2013).  English language in the Malaysian education system: Its existence and implications. In Proceedings of the 3rd Malaysian Postgraduate Conference, 175-183. Education Malaysia. 

David, A. R., Azman, H., & Siew Ming, T. (2018).  Investigating Online Dialogue Journal Writing Impacts on Low Proficiency Students’ Writing Anxiety. International Journal of Language Education and Applied Linguistics, 8(2), 71–81. 

Day, R. R. & Bamford, J. (2002).  Top Ten Principles for Teaching Extensive Reading. Reading in a Foreign Language, 14(2), 136-141.  

Day, R. R. & Bamford, J. (2013).  Reprinted.  Extensive Reading in the Second Language Classroom. Cambridge: Cambridge University Press. 

Day, R. R. (2015).  Extending extensive reading. Reading in a Foreign Language, 27(2), 294-301. 

Day, R. R. (2018).  Extensive reading. In J. I. Liontas, T. International Association & M. DelliCarpini, (Eds.), The TESOL Encyclopedia of English Language Teaching, 1-7. https://doi.org/10.1002/ 9781118784235.eelt0472. 

Debitta, T.A.L., Ambigapathy Pandian, & Paramaswari Jaganathan (2018).  READ+ vs. READ: Investigating Extensive Reading and Vocabulary Knowledge Development Among Malaysian Remedial ESL Learners. The Journal of Asia TEFL, 15(2), 349 – 364.   

Denzin, N.K. & Lincoln, Y.S. (2018).  Handbook of Qualitative Research. 5th ed. Sage Publications Inc. Thousand Oaks, United States. 

Denzin, N.K. (2018).  A theoretical Introduction to Sociological Methods.  London and New York: Routledge. 

Dorn, L. J., & Soffos, C. (2005).  Teaching for deep comprehension. Portland, ME: Stenhouse Publishers. 

Draper, A.K. (2004). The principles and application of qualitative research. Proceedings of the Nutrition Society ,63, 641-646.  

Ee, L. C. (2016).  Engaging Students in Extensive Reading Through Literary Texts in The EFL Classroom. Proceedings of ISELT FBS Universitas Negeri Padang, 4(1), 48-52. 

Eisner, E. W. (2017).  The enlightened eye:  qualitative enquiry and the enhancement of educational practice.  New York, NY:  Teachers College Press. 

Elias, M. J. (2014).  The importance of asking questions to promote higher order competencies.  Retrieved February 13, 2016 from https://www.edutopia.org/ blog/importance-asking-questions-promote-higher-order-competencies-maurice-elias.  

Erfanpour, M.A.  (2013).  The Effect of Intensive and Extensive Reading Strategies on Reading Comprehension: A Case of Iranian High School Students. English for Specific Purposes World, 41(14), 1-21. 

Erna Iftanti & Arina Shofiya. (2018).   EFL Students’ Responses on the Implementation of Extensive Reading Program to Build Love of Reading in English.  Jurnal Bahasa Lingua Scientia, 10(1). 

Ewert, D. (2017).  Getting ER into the curriculum: No more excuses! The CATESOL Journal, 29(2), 5-20. 

Extensive Reading Foundation. (2014).  Annotated bibliography of works on extensive reading in a second language. http://www.erfoundation. org/bib/biblio2.php. 

Faisal A. & Schmitt, N. (2009). Extensive Reading in a Challenging Environment: A Comparison of Extensive and Intensive Reading Approaches in Saudi Arabia. Language Teaching Research, 13(4), 383-401.  

Fern, C. C. S., and Umi Kalsum, M. S. (2015).  The emphasis of Higher Order Thinking (HOT) in the curriculum and the implementation in reality. In Knowledge, Service, Tourism & Hospitality. Proceedings of the Annual International Conference on Management and Technology in Knowledge, Service, Tourism & Hospitality. 

Florence, F. O., Adesola, O. A., Alaba, H. B., & Adewumi, O. M. (2017).  A Survey on the Reading Habits among Colleges of Education Students in the Information Age. Journal of Education and Practice, 8(8).  

Fontana, A. and Frey, J.H. (2005).  The Interview: From Neutral Stance to Political Involvement. In: Denzin, N.K. and Lincoln, Y.S. (Eds.). The Sage Handbook of Qualitative Research. 3rd edition. Sage Publication, London, 695-727 

Forest Research Institue Malaysia (2020).  FRIM DG:  Malaysia’s Reading Icon. https://www.frim.gov.my/frim-dg-malaysias-reading-icon 

Fox, E., & Alexander, P. A. (2004).  Reading, interest, and the model of domain learning: A developmental model of interest, knowledge, and strategy use in text comprehension. In meeting of the American Educational Research Association, San Diego, CA. 

Fulmer, S. M., D'Mello, S. K., Strain, A., & Graesser, A. C. (2015).  Interest-based text preference moderates the effect of text difficulty on engagement and learning. Contemporary Educational Psychology, 41, 98–110.  

Fulps, J.S., & Young, T. (1991).  The what, why, when and how of reading response journals. Reading Horizons: A Journal of Literacy and Language Arts, 32(2), 109-116.  

Gardner, R. C. (1985).  Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold. 

Garson, E. & Castañeda-Peña, H. (2015). Applying the Reader-Response Theory to Literary Texts in EFL-Pre-Service Teachers’ Initial Education. English Language Teaching. 8(8), 187-189.  

Garvey, Jason. (2018).  The Attitudinal and Motivational Effects of Extensive Reading on Adult ELLs in a Non-Intensive ABE/ESL Program.  School of Education and Leadership Student Capstone Projects. 143. 

Giam, L.H. (2015).  Tahap Konsep Kendiri Membaca Pelajar Tingkatan Empat yang mengikuti Program Nilam. Master’s Thesis, Universiti Pendidikan Sultan Idris. 

Gibson, M. (2012).  Integrating Higher-Order Thinking Skills into The L2 Classroom. [Online]. http://dadun.unav.edu/bitstream/10171/27571/1/Gibson.pdf . 

Giovanelli, M., & Mason, J. (2015).  ‘Well, I don’t feel that’: Schemas, worlds, and authentic reading in the classroom. English in Education, 49(1), 41-55. 

Grabe, W., & Stoller, F. L. (2020).  Teaching and researching reading. 3rd ed. Routledge: New York. 

Granger, N., Black, A., & Miller, J. (2007).  Exploring the Effect of Reader Response plus on Twelfth Grade Students with Disabilities’ Reading Comprehension and Attitudes towards Reading. The Language and Literacy Spectrum, 17.  

Guthrie, J. T., & Wigfield, A. (2000).  Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research, III,  pp. 403– 422. Mahwah, NJ: Lawrence Erlbaum Associates. 

Guthrie, J. T., Wigfield, A., & You, W. (2012).  Instructional contexts for engagement and achievement in reading. In S. J. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement, 601–634. Springer. 

Hafiz, F.M. and Tudor, I. (1990).  Graded readers as an input medium in L2 Learning. System, 18, 31-42.  

Hagley, E. (2017).  Extensive graded reading with engineering students: Effects and outcomes. Reading in a Foreign Language, 29(2), 203-217. 

Haider, M. Z., & Akhter, E. (2012).  Extensive reading in EFL classroom at secondary schools in Bangladesh: Current practices and future possibilities.  International Education Studies, 5(3), 126–133. 

Hall, G.  (2011). Exploring English language teaching language in action.   London: Routledge. 

Hall, K. W., Hedrick, W.B., Williams, L. M. (2014).  Everyday we’re shufflin’. Childhood Education. 90(2), 91-98. 

Hancock, B. (1998).  An introduction to qualitative research. Trent Focus: University of Nottingham Press.   

Haupt, J. (2015).  The Use of a Computer-based Reading Rate Development Program on Preuniversity Intermediate Level ESL Learners’ Reading Speeds. Reading Matrix: An International Online Journal, 15(1), 1-14. 

Hirvela, A. R. (2016).  Connecting Reading and Writing in Second Language Writing Instruction. 2nd ed. Ann Arbor, MI: University of Michigan Press. https://doi.org/10.3998/mpub.8122864. 

Huang, Y. (2015).  Why don’t they do it?  A study on the implementation of extensive reading in Taiwan. Cogent Education, 2(1), 1099187.   

Huges, J.M. (2007). Teaching Language and Literacy, K-6: Reading Process https://faculty.ontariotechu.ca/hughes/Reading/ReadingProcess.html 

Hyland, K. (2018).  Genre and Second Language Writing.  In The TESOL Encyclopedia of English Language Teaching Wiley. https://doi.org/10.1002/ 9781118784235.eelt0535 

Inal, H., & Cakir, A. (2014).  Story-based vocabulary teaching. Procedia-Social and Behavioural Sciences, (98), 675 - 679. 

Inderjit, S. (2014).  Reading Trends and Improving Reading Skills among Students in Malaysia. International Journal of Research in Social Sciences, 3(5), 70-81. 

Indrawati, N.P.S. (2014).  The implementation of Intensive Reading to Improve Reading Comprehension of the Seventh Grade Students of SMPN 4 Denpasar in the Academic Year 2013/2014. Thesis. Denpasar University. 

International Literacy Association. (2020).  What’s hot in literacy report. Newark, DE: Author.   

Irvin, J. L., Meltzer, J., & Dukes, M. S. (2015).  Taking Action on Adolescent literacy. Student Motivation, Engagement and Achievement. http:///www.ascd.org/publications/books/107034/chapters/students/Engagement and Achievement.aspx. 

Iskhak. (2015).  The Application of Reader Response Theory in Enhancing Student Teachers’ Affective and Linguistic Growth: A Classroom Action Research in EFL Teacher Education in Indonesia. The English Teacher 44.2, 43-55. 

Iskhak, I., Saleh, M., Sofwan, A., & Hartono, R. (2017).  Investigating the Effects of Reader Response Journals on the Quality of Teacher Trainees’ Responses to Literary Works. Theory and Practice in Language Studies, 7(10), 831-840. 

Iswandari, Y., & Paradita, L. (2019).  Extensive Reading in EFL Setting: A Special Interview with Professor Paul Nation. TEFLIN Journal. 30(2).  

Jacobs, G. M. (2014).  Selecting extensive reading materials. Beyond Words, 2(1), 116-131. 

Jamali Ismail. & Hasliza Arif. (2002).  The need to speak English in Malaysia: what do learners say. In Jayakaran Mukundan and Teh Chee Seng (Eds.). Trends in English language teaching. Serdang: UPM Press. 

Jamrus, M. H., & Razali, A. B. (2019).  Augmented Reality in Teaching and Learning English Reading: Realities, Possibilities, and Limitations. International Journal of Academic Research in Progressive Education and Development, 8(4), 724–737.  

Jayavalan, K., & Razali, A. B. (2018).  Effectiveness of Online Grammar Checker to Improve Secondary Students’ English Narrative Essay Writing. International Research Journal of Education and Sciences (IRJES), 2(1), 1-6.  

Jeon, E-Y. & Day, R. R. (2015).  The effectiveness of core ER principles. Reading in a Foreign Language, 27(2), 302-307.  

Kasuma, S. A. A., & Tan, D. A. I. (2019).  ESL reading activities on Facebook among Malaysian university students. Pertanika Social Science and Humanities, 27(1), 101-122.  

Kepe, M.H. & Weagle, C.S. (2020).  It starts with a story! Towards extensive reading. English Scholarship Beyond Borders, 6(1), 3-26.  

Khairul Azhar Jamaludin, Norlidah Alias, Roselina Johari Mohd Khir, Dorothy DeWitt & Husaina Banu Kenayathula. (2016).  The effectiveness of synthetic phonics in the development of early reading skills among struggling young ESL readers.  School Effectiveness and School Improvement, 27(3), 455-470.  

Khairul Husna Abdul Kadir; Nor Rizan Tengku Mohamad Maasum & Ravichandran Vengadasamy. (2014).  The Interplay of gender, reading stance and literary responses in Malaysian ESL literature classroom. International Proceedings of Economics Development and Research, (72), 70-75. 

Khansir,  A.,  &  Dehghani,  N.  (2015).  The  Impact  of  Extensive  Reading  on Grammatical  Mastery of  Iranian  EFL  Learners.  Theory  and  Practice  in Language Studies, 5(7), 1501-1507 

Khusnul Khotimah. (2020).  Engaging Students in 15-minute Silent Reading in English Class: Students’ Perceived Benefits.  Abjadia : International Journal of Education, 05(02), 142-156. 

Kintsch, W., & Vipond, D. (2014).  Reading comprehension and readability in educational practice and psychological theory. In L. G. Nilsson (Ed.), Perspectives on learning and memory, 329-365. East Sussex: Lawrence Erlbaum Associates 

Koay, J. (2015).  What is Intensive Reading? Independent Researcher and A Research & Development Consultant at EduMaxi. Victoria University of Wellington, School of Linguistics and Applied Language. 

Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2002).  Learning styles and adaptive flexibility testing experiential learning theory. Management Learning, 33(1), 5-33. 

Koo, Y. L. (2004).  Multicultural meaning makers: Malaysian ways with words and with the world. In P. Kell, M. Singh, and S. Shore (Eds.). Adult education @ 21st century: Global futures in practice and theory. New York: Peter Lang, 71–88. 

Krashen, S. (2003).  Explorations in Language Acquisition and Use: The Taipei Lectures. Portsmouth, NH: Heinemann. 

Krashen, S. D. (1981).  Second Language Acquisition and Second Language Learning.   Oxford: Pergamon Press. 

Krashen, S. D. (1982).  Principle and practices in second language acquisition. New York: Prentice Hall. 

Krashen, S. D. (1985).  The Input Hypothesis: Issues and Implications. U.S.A: Longman 

Krashen, S. D. (1989).  Language Acquisition and Language Education: Extensions and Applications. New York/London: Prentice Hall International. 

Krashen, S. D. (2004).  Free Voluntary reading: New Research, Applications, and Controversies. Paper presented at the RELC conference, Singapore, April, 2004. 

Krashen, S. D. (2004). The power of reading: insights from the research. 2nd ed. Westport, Conn: Libraries Unlimited. 

Krashen, S. D. (2011).  Free voluntary reading. ABC-CLIO: Libraries Unlimited. 

Krashen, S. Lee, SY, & Lao, C. (2018).  Comprehensible and compelling: The causes and effects of free voluntary reading. Santa Barbara, CA: Libraries Unlimited, ABC-CLIO, LLC. 

Krashen, S.D. & Terrell, T.D. (1983).  The natural approach: Language acquisition in the classroom. London: Prentice Hall Europe. 

Kucer, S. (2005).  Dimensions of literacy: A conceptual base for teaching reading and writing in school settings. Mahwah: Lawrence Erlbaum. 

Kulatunga, R. K. (2016).  A study on the understanding the reading habits and library usage of under graduate students (2007/2008) of Uva Wellassa University of Sri Lanka.  http://irjms.in/sites/irjms/index.php/files/article/view/79. 

Lampariello, L.  (2017).  Extensive  vs.  Intensive  Reading.  Online  article.  https://www.lucalampariello.com/intensive-vs-extensive-reading. 

Langer, J. & Filhan, S. (2000).  Writing and Reading Relationships: Constructive tasks. In R. Drisano and J. R. Squire (eds.), Perspectives on Writing: Research, Theory, & Practice, 112-139. Newark, DE: International Reading Association.   

Lee, J., Schallert, D. L., & Kim, E. (2015).  Effects of Extensive Reading and Translation Activities on Grammar Knowledge and Attitudes for EFL Adolescents. System, 52, 38-50. 

Lee, J., & Wong, S. C. A. (2017).  The relationship between leisure reading habits, vocabulary and writing of English language learners (ELLs). Language Education in Asia, 8(2), 157-175. doi: 10.5746/LEiA/17/V8/I2/A03/Vun_Chu.  

Lee, S. (2007).  Revelations from three consecutive studies on extensive reading. RELC Journal, 38(2), 150-170.   

Lembaga Peperiksaan Malaysia (LPM). (2014).  Surat Pekeliling Lembaga Peperiksaan Bi.1/2014:  Penambahbaikan Pentaksiran Berasaskan Sekolah (PBS). Putrajaya: Kementerian Pendidikan Malaysia. 

Lestari, Y. (2018).  Dialogue journals in improving students’ writing descriptive texts. Journal of English Education, Literature and Linguistics, 1(1), 23-32 

Li, L. (2016).  Integrating Thinking Skills in Foreign Language Learning: What Can We Learn from Teachers’ Perspectives? Thinking Skills and Creativity, 22, 273-288. 

Lincoln, Y.S. & Guba, E.G. (1985).  Naturalistic Inquiry. Newbury Park, CA: Sage Publications. 

Liu, J., & Zhang, J. (2018).  The Effects of Extensive Reading on English Vocabulary Learning: A Meta-analysis. English Language Teaching, 11(6). 

Lohfink, G. (2015).  Struggling readers’ “noticings” to make meaning of picture books. The Open Communication Journal, 9, 12-22. 

Loh, K.K. (2009).  Teacher modeling: Its impact on an extensive reading program. Reading in a Foreign Language, 21(2) 93-118.  

Lyutaya, T. (2011).  Reading Logs: Integrating Extensive Reading with Writing Tasks. English Teaching Forum, 1. 

Macalister, J. (2015).  Guidelines or Commandments? Reconsidering Core Principles in Extensive Reading. Reading in a Foreign Language, 27(1), 122-128.  

Mahendran Maniam & Kalyani Vaithinathan. (2018).  Motivating ESL learners of low proficiency in reading through an extensive reading programme. Muallim Journal of Social Sciences and Humanities, 2(3), 177-184. 

Mahzan, Arshad. (1998).  Malaysian student teachers’ responses to multicultural  literature.  University of Pittsburgh: USA. 

Malaysia Education Blueprint 2013-2025.  (2013).  Malaysian Ministry of Education. Retrieved from: http//www.moe.gov.my/en/pelan-pembangunan-pendidikan-malaysia-2013-2025. 

Malaysian Digest. (2014, December 1). Do Malaysians Judge A Book By Its Cover, Or By Its Reader?  http://www.malaysiandigest.com 

Malaysian National Library. (2006). The Reading Profile of Malaysians 2006. Unpublished research by the Malaysian National Library. 

Maree, K. (2019).  First steps in research. Hatfield, Pretoria : Van Schaik Publishers. 

Marshall, C., & Rossman, G. B. (2006).  Designing qualitative research. Thousand Oaks.  Cal: Sage Publications. 

Marshall, J. D. (1987).  The Effects of Writing on Students’ Understanding of Literary Texts. Research in the Teaching of English, 21(1), 30–63.  

Mart, C. (2015).  Combining extensive and intensive reading to reinforce language learning. Journal of Educational and Instructional Studies in the World, 5(4), 85 - 90. 

Mason, B., & Krashen, S. (2017).  Self-selected reading and TOEIC performance: Evidence from case histories. Shitennoji University Bulletin, 63, 469-475. 

Mastan, M.E.B., Maarof, N. and Embi, M.A., 2017.  The effect of writing strategy instruction on ESL intermediate proficiency learners’ writing performance. Journal of Educational Research and Review, 5(5), 71-78. 

Maszlee Malik. (2018, December 16).  Fostering a reading culture among Malaysians.   The Star.  https://www.thestar.com.my/news/education/2018/12/16/fostering-a-reading-culture-among-malaysians 

McLean, S., & Poulshock, J. (2018).  Increasing reading self-efficacy and reading amount in EFL learners with word-targets. Reading in a Foreign Language, 30, 76–91. 

McLean, S., & Rouault, G. (2017). The effectiveness and efficiency of extensive reading at developing reading rates. System, 70, 92-106. 

Meganathan, P., Yap, N. T., Paramasivam, S., & Jalaluddin, I. (2019).  Incidental and Intentional Learning of Vocabulary among Young ESL Learners. 3L The Southeast Asian Journal of English Language Studies, 25(4), 51-67.  

Mermelstein, A. D. (2015).  Improving EFL learners’ writing through enhanced Extensive Reading. Reading in a Foreign Language, 27(2), 182-198. 

Merriam, S. B. (1998).  Qualitative Research and Case Study Applications in Education.  San Francisco, CA: Jossey-Bass.  

Merriam, S. B. (2009). Qualitative research: A guide design and implementation.  San Francisco, CA: Jossey-Bass. 

Merriam, S. B. & Tisdell, E. J. (2015).  Qualitative Research:  A Guide to Design and Implementation. 4th ed. San Francisco:  Jossey-Bass. 

Mertens, D. (2010).  Research and evaluation in education and psychology:  Integrating diversity with quantitative, qualitative and mixed methods. 3rd ed.  Thousand Oaks, CA:  Sage. 

Mikami, Y. (2018).  Goal Setting and Learners’ Motivation for Extensive Reading: Forming a Virtuous Cycle.  English Language Teaching, 11(6).  

Mikkonen, A. (2017).  Fiction Readers' Book Search in Public Library Catalogs. Unpublished Doctoral Dissertation, University of Tampere, Tampere, Finland. 

Mikulecky, B.S. (2011).  A short course in teaching reading:  Practical Techniques for Building Reading Power. 2nd ed. White Plains, NY: Pearson.  

Miller, D., & Kelley, S. (2014).  Reading in the Wild. San Francisco, CA: Jossey-Bass.Ministry of Education. (2002a). English for Teaching Mathematics and Science (ETeMS) Facilitator’s Notes. English Language Teaching Centre, Teacher Education Division. 

Ministry of Education.  (2018).  Annual Report 2017.  Education Performance and Delivery Unit (PADU).  Putrajaya: Ministry of Education Malaysia. 

Missriani (2015). The Excellence of Extensive and Intensive Reading. Journal of English Language Teaching and Education, 3(1). 

Mizuno, K. (2015).  From reading books to sharing books: Going beyond the virtuous circle of the good reader. The Language Teacher, 39(2), 16 - 21. 

Mo, J. (2019).  “How does PISA define and measure reading literacy?”  PISA in Focus. https://www.oecdilibrary.org/docserver/efc4d0feen.pdf?expires=1647228178&id=id&accname=guest&checksum=B3EAA4F17645535285077ED2530511E1 

Mohamad Jafre Zainol Abidin., Majid Pour-Mohammad., & Low, J.S.P. (2011).  A Preliminary Study of Creative Buddy Reading Program. International Journal of Humanities and Social Science, 1, (16). 

Mohamad Jafre Zainol Abidin., Majid Pour-Mohammad., & Ooi, C. L. (2011).  The Reading Habits of Malaysian Chinese University Students.  Journal of Studies in Education, 1(1).   

Mohammad Fazli Baharuddin, Wan Mohd Hafiz Wan Hasnol, Mohd Faizal Mohd Ramsi, and Mohd Razilan Abdul Kadir. (2015).  Understanding of Reading Habits among Students in Malaysia: A Review. 10.13140/RG.2.1.3075.8482. 

Morgan, D. N., Wagner, C. W. (2013).  “What’s the catch?”: Providing reading choice in a high school classroom. Journal of Adolescent & Adult Literacy. 58(6), 659-667 

Morrow, L.M. (2020).  Literacy Development in the Early Years - Helping Children Read.  9th edition. Hoboken, New Jersey: Pearson Education, Inc. 

Muhamad, S. N., Latiff Azmi, M. N., & Hassan, I. (2020).  Reading Interest and its Relationship with Reading Performance: A Study of English as Second Language Learners in Malaysia. Humanities & Social Sciences Reviews l, 2395 - 6518. 

Muhammad Basir Roslan.  (2020, September 8).  Boosting the reading habits among Malaysians.  The Malaysian Reserve.    https://themalaysianreserve.com/2020/09/08/boosting-the-reading-habit-among-malaysians/ 

Mustafa, Z. (2018, July 25).  Boosting the Reading Habit. News Straits Times. 

Mustakim, S. S., Lebar, O., Minghat, A. D. (2018).  Instructional Practices in the Teaching of Literature: What Matters? International Journal of Academic Research in Business and Social Sciences, 8(8), 205– 219. 

Nafisah Ahmad.  (2015).  Annual Report of National Library of Malaysia. Country Report 25th Meeting of Directors of National Libraries in Asia and Oceania (cdnlao).  https://www.ndl.go.jp/en/cdnlao/meetings/pdf/AR2015_Malaysia.pdf. 

Najah Ramlan. (2015).  Teaching Approaches Employed by Secondary School English Teachers When Teaching.  Master’s thesis, University Teknologi Malaysia, Faculty of Education.   

Nakanishi, T. (2015).  A meta–analysis of extensive reading research. Tesol Quarterly, 49(1), 6-37.   

Nakano, T. (2018).  Implementing extensive reading in Japanese as L2 environment: A case using Facebook to build a reading community. In M. Gobert (Ed.), Proceedings of the 3rd World Congress on Extensive Reading. Extensive Reading Foundation. 

Nandiemo,V. (2017, May 20).  Education system has killed interest in books. Saturday Nation, p. 32. 

Nation, P. (2015). Principles guiding vocabulary learning through extensive reading. Reading in a Foreign Language, 27(1), 136-145. 

Nation, I. S. P., & Macalister, J. (2020).  Teaching ESL/EFL Reading and Writing. 2nd ed. Routledge. 

Nation, I. S. P., & Waring, R. (2019).  Teaching extensive reading in another language. Routledge. 

Navinder Kaur. (2015). The impact of extensive reading on English language proficiency and motivation to read. PhD thesis.   Skudai: Universiti Teknologi Malaysia, Faculty of Education. 

Samuel, Y.  (2016, October 18).  Make MUET a must for university admission.  New Straits Times. https://www.nst.com.my/news/2016/10/181147/make-muet-must-university-admission. 

New Straits Times. (2020, January 9). NST Leader: Start reading revolution. https://www.nst.com.my/opinion/leaders/2020/01/554748/nst-leader-start-reading-revolution 

Newell, G., Suszynski, K., & Weingart, R. (1989).  The effects of writing in a reader based and text-based mode on students’ understanding of two short stories.  Journal of Reading Behaviour, 21.1, 37-58. 

Ng, Q., Renandya, W., & Chong, M. (2019).  Extensive Reading: Theory, Research and Implementation. TEFLIN Journal - A Publication on The Teaching and Learning of English, 30(2), 171.  

Nietzel, M. T. (2020).  Low literacy levels among U.S. adults could be costing the economy $2.2 trillion a year. Forbes. 

Ningrum, Citra Hadiyati. (2018). The Use of Reader-Response Theory to Teach Reading Narrrative Text for Tenth Graders of Senior High School. (Unpublished   doctoral   thesis). English   Language   Teaching, State University of Surabaya.   

Nolte, S. P. (2012).  One Text, Many Stories: The (Ir) Relevance of Reader-Response Criticism for Apocryphal Literature in the Septuagint. Theological Studies, 68 (1), 1-10.  

Nor Hashimah Isa. & Che Ton Mahmud. (2012).  Literary Texts for Malaysian Secondary Schools: Needs versus Policy. International Journal of Humanities and Social Science, 2(7), 76-86.  

Noraien Mansor. (2017). Exploring perceptions on ESL students’ reading habits. Journal of Business and Social Development, 5(2), 19-24. 

Normazidah Che Musa., Koo, L. Y., & Hazita Azman. (2012).  Exploring English Language Learning and Teaching in Malaysia.  GEMA Online™ Journal of Language Studies, 12(1). 

Noyan, E. & Kocaoglu, Z. (2019).  Developing EFL writing skills through WhatsApp dialogue journaling. Advances in Language and Literary Studies, 10(2), 38-48. 

Numan Khazaal, E. (2019).  Impact of intensive reading strategy on English for Specific Purposes College Students' in Developing Vocabulary. Arab World English Journal, 10(2), 181-195.  

Nuttall, C. (2005).  Teaching Reading Skills in a Foreign Language. Oxford: Macmillan. 

Obunga, O. A. (2017, April 1).  To be fluent speaker, one must practise every day. Saturday Nation, p. 34. 

OECD. (2014).  PISA 2012 Results in Focus: What 15-year-olds know and what they can do with what they know.  https://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf 

OECD. (2019).  Volumes I-III.  Malaysia - Country Note - PISA 2018 Results.  Retrieved from: https://www.oecd.org/pisa/publications/PISA2018_CN_MYS.pdf. 

Osman, S.F. & Ahmad, I.S. (2017).  The driven readers amongst private higher education institution students: A case study. Pertanika Journal of Social Sciences and Humanities. 25, 1213-1226. 

Othman, N. I., Shah, P. M., Karim, A. A., Yusof, A., Din, R., Ramli, N. A. & Salleh, N. S. M. (2015).  Personalizing Learning of English Literature: Perceptions and Challenges. Journal of Personalized Learning, 1(1), 104-112. 

Park, J. (2016).  Integrating reading and writing through extensive reading. ELT Journal, 70(3), 287-295. 

Parsons, L. (2001).  Response journals revisited. Markham, ON: Pembroke. 

Patton, M.Q. (2015).  Qualitative research and evaluation methods. 4th ed. California: Sage Publications.  

Peel, M. (2015).  Implementing an extensive reading program in an intensive university EAP curriculum (MA TESOL Collection 706).  Master’s thesis, SIT Graduate Institute. https://digitalcollections.sit.edu/ipp_collection/706. 

Phipps, J. J. (2005).  E-journaling: Achieving interactive education online. Educause Quarterly 28(1). http://www.educause.edu/apps/ eq/eqm05/eqm0519.asp? Print=yes. 

Polidore, E., Edmonson, S.L., & Slate, J.R. (2010).  Teaching experiences of African American educators in the rural south. The Qualitative Report 15(3), 568-599. 

Pravindharan Balakrishnan.  (2019).   A Discourse Analysis of the Influence of International Organizations in Malaysia through Complexity Theory. Education in debate: comparative analysis, 9, 1660-7147. 

Preece, A. S. and Adila, J. (2014).  Philosophical Inquiry in the Malaysian Educational System–Reality or Fantasy? Analytic Teaching and Philosophical Praxis, 35(1), 26-38. 

Probst, R. E. (1994).  Reader-response theory and the English curriculum. The English Journal, 83(3), 37-44. 

Protherough, R. (1983).  Developing Response to Fiction. England: Open University Press. 

Purves, A.C., & Rippere, V. (1968).  Elements of writing about a literary work: A study of response to literature (Research Report No. 8). Urbana, IL: National Council of Teachers of English. 

Rao, D.V. & Pullareddy, V. (2017).  Reading habits among children in Nellore district of Andhra Pradesh: A study. International Research: Journal of Library & Information Science, 7(2), 377-396.  

Renandya, W. A. (2016).  Should you be teaching reading intensively or extensively? In D. Shaffer & M. Pinto (Eds), Proceedings of the 24th Annual Korea TESOL International Conference: Shaping the Future: With 21st Century Skills, 31-39. Seoul, Korea: KOTESOL. 

Renandya, W. A., & Jacobs, G. M. (2016).  Extensive reading and listening in the L2 classroom. In W. A. Renandya & H. P. Widodo (Eds.), English language teaching today, 7-110. New York, NY: Routledge. 

Renandya, W. A., Day, R. R., Anandari, C. L., & Ivone, F. M. (2020).  The power of extensive reading: Linking theory and practices. https://www.youtube.com/watch?v=QADrQeNQ3t8 

Renninger, K. A., & Bachrach, J. E. (2015).  Studying triggers for interest and engagement using observational methods. Educational Psychologist, 50(1), 58-69.   

Revathi Gopal, Mahendran Maniam., Noor Madzlan, Siti Shukor, & Kanmani Neelamegam. (2021).  Readability formulas: An analysis into reading index of prose forms. Studies in English Language and Education. 8, 972-985.  

Ro, E. (2013).  A case study of extensive reading with an unmotivated L2 reader. Reading in a Foreign Language, 25(2), 213-233. 

Robb, T. (2015).  Quizzes-a sin against the sixth commandment? In defense of M. Reader. Reading in a Foreign Language, 27(1), 146-151. 

Robb, T. (2018).  An Introduction to Online Sites for Extensive Reading on the Internet.  The Electronic Journal for English as a Second Language, TESL-EJ, 22(1), 1-16. 

Robinson, S., & Mendelson, A. L. (2012).  A qualitative experiment: Research on mediated meaning construction using a hybrid approach. Journal of Mixed Methods Research, 6(4), 332–347. 

Rosenblatt, L. M. (2005).  Making meaning with texts: Selected essays. Portsmouth, NH: Heineman. 

Rosenblatt, L. M. (1995).  Literature as Exploration (4th edition). New York: Modern Language Association.  

Rosenblatt, L. M. (1982).  The literacy transaction: Evocation and response. Theory into Practice, 21(4), 268-277. 

Rosenblatt, L. (1978).  The reader, the text, the poem: The transactional theory of the literary work.  Carbondale: Southern Illinois University Press. 

Roser, M & Ortiz-Ospina, E.  (2018).  Literacy. https://ourworldindata.org/literacy. 

Ruhil Amal, A., Amy Zulaikha, M.A., Ezihaslinda, N., Zuraina, A.& Nooradelena, M.R. (2019). Extensive Reading Project using Graded Readers in a University Classroom.  International  Journal of Language  Education  and Applied Linguistics  (IJLEAL), 9 (2), 95-104.   

Schaefer, M. (2012).  Learning with Middle-Grade Students: Narrative Inquiry and Reader Response in the Classroom. Counterpoints, 411, 134-152.  

Schunk, D. H. (1990).  Introduction to the special section on motivation and efficacy.  Journal of Education Psychology, 82, 3-6. 

Seliger, H.W. & Shohamy, E. (2015).  Second language research methods. Oxford: Oxford University Press. 

Shanmugathasan, S.(2017).  Identifying the Factors Affecting the Reading Habits of Advanced Level Students in the Vavuniya District, Sri Lanka. Sri Lanka: Department of Library and Information Science, Faculty of Social Sciences, University of Kelaniya,.  

Shih, Y. C., Chern, C. I., & Reynold, B. L. (2018).  Bringing extensive reading and reading strategies into the Taiwanese junior college classroom. Reading in a Foreign Language, 30(1), 130-151. 

Sibatuara, U.D. (2018).  Students’ Reading Habit and Its Effect on Academic Performance: A Study of Management Students. STIE Widya Dharma, Pontianak.   

Simata, N., Nyathi, S. F. (2016).  The study of literature as a resource for second language acquisition. JULACE: Journal of University of Namibia Language Centre, 1(1).  

Sinar Harian. (2010 May 26).  Program Bacaan Nilam Kurang Berkesan. Selangor, Malaysia: Akhbar Cabaran Sdn Bhd. 

Sivapakkiam, R., Fadzilah, A. R., Habsah, I., Umi, K. A. M., & Rozita, R. S. (2016). Teachers’ levels of knowledge and interest on higher order thinking skills (HOTS) according to the field taught and category of schools. Journal of Modern Education Review, 6(9), 611-621.  

Smith, J., & Osborn, M. (2008). Interpretative phenomenological analysis. In J.A Smith (ed.), Qualitative Psychology:  A practical guide to methods (2nd ed., pp. 53-80).  London:  Sage. 

Soraya Ali. (1994). The Reader Response Approach:  An Alternative for Teaching Literature in a Second Language.  Journal of Reading, 37, (4), 288-296. 

Steils, N. (2021). Qualitative Experiments for Social Sciences. New Trends in Qualitative Research, 6, 24-31. 

Stoller, F. L. (2015). Viewing extensive reading from different vantage points. Reading in a Foreign Language, 27(1), 152-159. 

Strauss, A. & Corbin, J. (2015). Basics of qualitative research: Grounded theory procedures and techniques (4th ed.)  California: SAGE Publications.  

Subashini Anamalai., & Balakrishnan Muniandy. (2013). Reading Habit and Attitude among Malaysian Polytechnic Students.  International Online Journal of Educational Sciences 5.1, 2-41. 

Suet Kay, R. C. (2018). IN between worlds: The convergence of Chinese and Western values as GLOBAL HABITUS. Journal of Southeast Asian Studies, 23(1), 156-190.  

Suk, N. (2015).  Impact of extensive reading in a Korean EFL university setting: A mixed methods study [Unpublished Doctoral Dissertation]. Northern Arizona University. 

Suk, N. (2016).  Teacher and student perceptions of extensive reading activities. Modern English Education, 17(1), 69-88.  

Suk, N. (2017). The effects of extensive reading on reading comprehension, reading rate, and vocabulary acquisition. Reading Research Quarterly, 52(1), 73-89. 

Sulaiman, S., Mohamad, M., Aziz, A. A., Khairuddin, K. F., Mansor, A. N., & Alias, B. S. (2020).  21stCentury Reading Strategy Program to Read English Reading Material for Primary School Pupils. Creative Education, 11, 1289-1298 

Suliman, A., Yunus, M. M. & Nor, M. Y. (2019).  Scrutinising the preferences in literature approaches and activities: From the lenses of ESL teachers. 3L: Language, Linguistics, Literature. The Southeast Asian Journal of English Language Studies, 25(2), 38-48. 

Susser, B. & Robb, Th. N. (1990).   EFL Extensive Reading Instruction: Research and Procedure. JALT Journal, 12 (2). 

Taboada Barber, A., Gallagher, M., Smith, P., Buehl, M. M., & Beck, J. S. (2015). Examining student cognitive and affective engagement and reading instructional activities: Spanish-speaking English learners’ reading profiles. Literacy Research and Instruction, 55, 1–28.  

Tan, Y.  Z. & Azlina Abdul Aziz (2020). Producing Global Malaysian Secondary Students through Foreign Novels: Perspectives.  International Journal of English Language and Literature Studies, Asian Economic and Social Society, 9(3), 132-142.  

Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA: Sage. 

Thangam Raja Gopal (2003).  Motivating Reading Habits Among Students through An Extensive Reading Programme.  Master’s Thesis.  Kuala Lumpur: University Malaya.   

The Star. (2015, November 15). Poor English a major handicap. http://www.thestar.com.my 

The Star. (2015, December 16).  Report being prepared to explain PISA disqualification. 

The Star. (2016, December 6).  Malaysia shows significant improvement in Math, Science & Reading.  http://www.thestar.com.my 

The Star. (2015, November 9).  1 000 students drop out due to poor command of the language.  http://www.thestar.com.my 

Thiagarajah, A., & Razali, A. B. (2021).  Going Back to Basics: Effectiveness of Reading English Newspaper on Vocabulary Knowledge of Malaysian Secondary Level ESL/EFL Students. International Journal of Academic Research in Progressive Education and Development, 10(2), 766-781. 

Tien, C-Y. (2015).  A large-scale study on extensive reading program for non-English majors: factors and attitude. International Journal of Applied Linguistics & English Literature 4(4), 46-54.  

Thomas, M. M. (2001).  Proficient reader characteristics: Relationships among text dependent and higher-order literacy variables with reference to stage theories of intellectual development. Available from ProQuest Dissertations & Theses Full Text. (304706119).  

Retrieved from: http://search.proquest.com/docview/304706119?accountid=6143 

Tudor, I. & Hafiz, F.M. (1989). From Input to Intake: The Effect of Simplified Readers on ESL Development. Journal of Reading, 12(2), 688-693. 

Tyson, L. (2015).  Critical theory today. 3rd ed. New York and London: Routledge. 

Tyson, L. (2021).  Using Critical Theory: How to Read and Write about Literature. 3rd ed. New York, NY: Routledge. 

Utami, E., Zaim, M., & Rozimela, Y. (2014).  The effect of reader response strategy and students’ reading interest toward students’ reading comprehension of narrative text at Grade X SMA 2 Kota Bengkulu. English Language Teaching (ELT), 2(1).  

Van Amelsvoort, M. (2016). Extensive reading onboarding: Challenges and responses in an optional program. Juntendo Journal of Global Studies, 1, 95-106. 

Van Lier, L. (1998). "Constraints and Resources in Classroom Talk: Issues of Equality and Symmetry" in Byrnes, Heidi, editor. Learning Foreign and Second Languages: Perspectives in Research and Scholarship. New York: Modern Language Association of America, 1998. 

Vygotsky, L. (1978).  Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. 

Wafula, L. (2017).  “Extensive Reading and its Influence on Language Skills among Learners of English language in Secondary Schools in Kenya.” Unpublished PhD Thesis, School of Education, Moi University. Eldoret, Kenya. 

Wan Dollah, W. A. K., Wan Fakeh, S. S. K., Kamal Rafedzi, E. R., Ibrahim, A., Abdul Rahim, H., Masron, M. Z., et al (2017).  Inculcating reading habits among secondary school students.  Journal of Scientific and Engineering Research, JSAER, 4(8), 407.   

Wang, Y. (2013).  Incidental Vocabulary Learning through Extensive Reading: A Case  of Lower-level EFL Taiwanese Learners. The Journal of Asia TEFL, 10(3), 59-80. 

Waring, R. (2011).  Extensive Reading in English Teaching. In Widodo, H. & A. Cirocki (Eds.) Innovation and Creativity in ELT methodology. Nova Publishers: New York.   

Waring, R. and McLean, S. (2015).  Exploration of the Core and Variable Dimensions of Extensive Reading Research and Pedagogy.  Reading in a Foreign Language, 27(1), 160-167.  

Warschauer, M. (2000).  Language, identity, and the Internet. In Kolko, B., Nakamura, L. & Rodman, G. (Eds.). Race in cyberspace, pp. 151-170. New York: Routledge.  

Weaver, C. (1994).  Reading process  and practice.  2nd ed. Portsmouth, NH: Heinemann. 

Webb, S., & Chang, A. C-S. (2015).  How does prior word knowledge affect vocabulary learning progress in an extensive reading program? Studies in Second Language Acquisition 37(4), 651-675. 

Whitten, C., Labby, S., & Sullivan, S. (2016).  The Impact of Pleasure Reading on Academic Success. The Journal of Multidisciplinary Graduate Research, 2(4), 48-64. 

Woodruff, A. H., & Griffin, R. A. (2017). Reader Response in Secondary Settings: Increasing Comprehension through Meaningful Interactions with Literary Texts. Texas Journal of Literacy Education, 5(2), 108-116. 

World Bank Group. (2017).  Malaysia PISA 2015. http://documents.worldbank.org/curated/en/123741483520423813/pdf/MasterMalaysiabrief-31Jan2017.pdf 

World Bank. (2020, June 15).  Ending learning poverty: What will it take? World Bank. 

World Population Review. (2021).   Literacy rate by country 2021. World Population Review. Literacy Rate By Country 2021 (worldpopulationreview.com) 

Xu, X. (2011).  The Relationship between Language Learning Motivation and the Choice of Language Learning Strategies among Chinese Graduates. International Journal of English Linguistics,1(2), 203-212.  

Yamashita, J. (2013).  Effects of Extensive Reading on Reading Attitudes in a Foreign Language. Reading in a Foreign Language, 25(2), 248-263.  

Yamashita, J. (2015).  In search of the nature of extensive reading in L2: Cognitive, affective, and pedagogical perspectives. Reading in a Foreign Language, 27, 168-181. 

Yin, R. (2014).  Case study research:  Design and methods. 5th ed.  California: SAGE Publications. 

Yoke, Soo Kum, Nor Haniza Hasan, Rohani Jangga & Siti Nuur-Ila Mat Kamal. (2015). Innovating with HOTS for the ESL Reading Class. English Language Teaching, 8(8), 10-17. 

Zahiid, S. J. (2015).  PM: Poor English eroding Malaysian Graduates’ self-belief. Malaymail online. http://www.themalaymailonline.com/malaysia/article/pmpoor-englisheroding-malaysian-graduates-self-belief. 

Zahrah Yunos. (2020). Boosting the reading habits among Malaysians. The Malaysian Reserve. https://themalaysianreserve.com/2020/09/08/boosting-the-reading-habit-among-malaysians/. 

Zawiah Ghazali & Hadina Habil. (2020).  Reading Intervention Practice: Effects of Print and E-Dictionary Use. LSP International Journal, 7(1).  

Zulkefly, F., & Razali, A. B. (2019).  Malaysian Rural Secondary School Students’ Attitudes towards Learning English as a Second Language. International Journal of Instruction, 12(1), 1141-1156.  

Zuridah Hanim., Mohd. Hasani & Khaliza Saidin. (2017).   Faktor yang mempengaruhi peranan pengetua dalam meningkatkan amalan membaca menerusi program NILAM.  Journal of Advanced Research in Social and Behavioural Sciences 7, (1), 42-58.