<![CDATA[This article summarizes an undergraduate thesis that aims to describe students’ perceptions of receptive literacy at MA Assyafi’iyyah Talun, particularly listening and reading skills, and to analyze its impact on Indonesian vocabulary mastery. This study employed a descriptive quantitative approach with an associative causal design. The sample consisted of 50 students of MA Assyafi’iyyah Talun. Data were collected using a receptive literacy perception questionnaire and an objective vocabulary mastery test covering lexical meaning, grammatical meaning, contextual meaning, and standard word usage. The data were analyzed using descriptive statistics and simple linear regression assisted by SPSS. The findings show that students’ perceptions of receptive literacy are in the moderate category, with a percentage of 58%. Students’ vocabulary mastery is in the sufficient category, with an overall mean score of 65.75. The regression analysis indicates an R value of 0.642 and a significance value of 0.000, meaning that receptive literacy perception has a significant impact on students’ Indonesian vocabulary mastery. These findings confirm that strengthening listening and reading activities should not only focus on increasing frequency but also on building students’ positive perceptions of literacy as a learning need. Such reinforcement is important to expand students’ vocabulary, improve standard language use, and support academic text comprehension in the madrasah context.]]>
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