Developing Extensive Reading Materials Using Arabic Story Book Based on Bilingual Parallel Text/ تطوير مواد القراءة الموسعة باللغة العربية في كتاب القصة على أساس نص متواز ثنائي اللغة

Amin Nasir, Salamatun Nafi’ah


This research is a research and development on Arabic extensive reading materials using storybooks based on bilingual parallel text. The purposes of this research are to find out the steps in developing Arabic extensive reading materials using storybook based on bilingual parallel text for MA NU Miftahul Falah students and to find out the feasibility of the storybooks and the students responses. This research is a type of research and development. This study uses Richey and Kleins’ model but with some modifications, the stages of this research are: Planning, which is the activity of making a product plan that will be made for a specific purpose. This stage begins with a needs analysis carried out through research and literature study. Production, which is the activity of making products based on the designs that have been made. Evaluation, namely the activity of testing and assessing how high the product has met predetermined specifications. The results of the study, namely the average validity of the storybook that has been developed with all evaluation aspects is 3.49 so it is classified as valid. The evaluation results also show that the product is suitable for use, and the average value of student responses is 84.2 and is in the very good category. Further research needs to be done to determine the effectiveness and efficiency of the product with a wider sample


Language Acquisition; Exrensive Reading; Bilingual; Parallel Text

Full Text:



Anderson, D. (2007). Adult Language Learning, Psycholinguistics. Retrieved from

Bartan, Ö. Sen. (2017). The Effects of Reading Short Stories in Improving Foreign Language Writing Skills. The Reading Matrix.

Baumgartner, M. (n.d.). 6 Spots to Pick Up Text in the Bilingual Parallel Universe. Retrieved September 24, 2019, from

Chaer, A. (2015). Psikolinguistik : Kajian Teoritik. Jakarta: Rineka Cipta.

Cheetham, C., Harper, A., Elliott, M., & Ito, M. (2016). Assessing Student Attitudes toward Graded Readers, MReader and the MReader Challenge. Reading Matrix: An International Online Journal.

COLLINS, M. F. (2005). ESL preschoolers’ English vocabulary acquisition from storybook reading. Reading Research Quarterly.

Halpern, J. (2015). Interactive Parallel Text : A New Paradigm for Language Learning. ANNUAL CONVENTION AND WORLD LANGUAGES EXPO. Retrieved from

Hartmann, R. (1994). The use of parallel text corpora in the generation of translation equivalents for bilingual lexicography. Euralex 1994 Proceedings.

Hoff, E., & Core, C. (2013). Input and language development in bilingually developing children. Seminars in Speech and Language.


Krahnke, K. J., & Krashen, S. D. (1983). Principles and Practice in Second Language Acquisition. TESOL Quarterly.

Krashen, S. (2004). Free Voluntary reading: New Research, Applications, and Controversies. Regional Language Center Conference. Singapore.

Krashen, S., & Bland, J. (2014). Compelling comprehensible input, academic language and school libraries. Children’s Literature in English Language Education.

Krüger, R. (2012). Working with corpora in the translation classroom. Studies in Second Language Learning and Teaching.

Laursen, A. L., & Pellón, I. A. (2012). Text corpora in translator training: A case study of the use of comparable corpora in classroom teaching. Interpreter and Translator Trainer.

Lee, H.-N. (2015). Using Picture Books in EFL College Reading Classrooms. Reading Matrix: An International Online Journal.

Maley, A. (2008). Extensive Reading : Maid in Waiting. In Language Acquisition and Language Learning Materials,.

Malzkuhn, M., & Herzig, M. (2013). Bilingual storybook app designed for deaf children based on research principles. ACM International Conference Proceeding Series.

Nakano, T. (2016). Extensive Reading for Second Language Learners of Japanese in Higher Education: Graded Readers and Beyond. Reading Matrix: An International Online Journal.

Popović, M., Vilar, D., Ney, H., Jovičić, S., & Šarić, Z. (2005). Augmenting a small parallel text with morpho-syntactic language resources for Serbian-English statistical machine translation.

Renandya, W. (2017). Current Practice of Extensive Reading in Asia: Teachers’ Perceptions. Reading Matrix: An International Online Journal.

Richey, R. C., Klein, J. D., & Nelson, W. a. (2004). Developmental research: Studies of instructional deisgn and development. Handbook of Research for Educational Communications and Technology.

Sabet, M. K., & Rostamian, N. (2016). the impact of extensive reading as a supplementary material on upper intermediate EFL learner’s L2 reading comprehension. Journal of Applied Linguistic and Language Research, 03(05). Retrieved from

Sakurai, N. (2017). The Relationship between the Amount of Extensive Reading and the Writing Performance. Reading Matrix: An International Online Journal.

Shin, I., & Ahn, B. (2006). the effects of different types of extensive reading materials on reading amount, attitude, and motivation. English Teaching.

Sugiyono. (2013). Metode Penelitian Pendidikan Pendekatan Kuantitaif, Kualitatif, dan R&D. Metode Penelitian Pendidikan Pendekatan Kuantitaif, Kualitatif, Dan R&D.

Sugiyono. (2016). Metode Penelitian dan Pengembangan (Research and Development/R&D). In Bandung: Alfabeta.

Susulaningrum, E. S., & Mustadi, A. (2017). Pengembangan Media Reflective-Picture Storybook untuk Meningkatkan Karakter Demokratis Siswa Kelas V Sekolah Dasar. Seminar Nasional Pendidikan.

Tomlinson, B. (2011). Introduction: principles and procedures of materials development. In Materials Development in Language Teaching.

Ulum, B. (2011). Studi Komparasi Efektifitas Media Audio Visual Dan Cerita Bergambar (Cergam) Dalam Meningkatkan Prestasi Siswa Pada Mata Pelajaran Sejarah Kebudayaan Islam (Ski) Materi Khalifah Usman Bin Affan Kelas Vi (Enam) Semester Genap Di Mi Kumpulrejo Kecamatan Kal. UIN Walisongo.



  • There are currently no refbacks.