<![CDATA[English narrative text writing skills are still a challenge for junior high school students, especially because students' perceptions of the learning methods used are not optimal and their vocabulary mastery is still limited. The jigsaw method as a visual-based learning method is believed to be able to increase students' learning motivation and reading ability through active involvement in the text composition process. This study aims to determine the effect of perceptions of the jigsaw learning method and vocabulary mastery on English narrative text writing skills. This study uses a quantitative method with a survey approach and correlational design. The research sample consisted of 87 state junior high school students in Bogor district, selected using the Slovin formula with a 10% error rate. Data analysis was carried out using multiple linear regression to test the relationship between variables. The results showed that the correlation coefficient value was 0.802. Both variables simultaneously had a significant effect on descriptive text writing skills with a significance value of 0.001 with a calculated F of 23.873, which indicates a simultaneous significant influence between perceptions of learning methods and vocabulary mastery on narrative text reading skills. Partially, the perception of the Jigsaw learning method has a regression coefficient of 0.350 with a t-value of 3.671 and a significance of 0.001, while vocabulary mastery has a regression coefficient of 0.373 with a t-value of 3.737 and a significance of 0.001. Based on these results, it can be concluded that positive perceptions of the Jigsaw learning method and good vocabulary mastery are important factors in improving English descriptive text reading skills in junior high school students in Bogor Regency.]]>
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