This study aims to investigate the correlation between students’ self
efficacy and their writing ability in senior high school. Self-efficacy refers to an
individual's belief in their capability to perform a particular task. In the context of
writing, self-efficacy may influence students’ confidence, motivation, and effort
in producing written texts. Therefore, it is important to examine whether there is a
relationship between students’ self-efficacy and their writing ability.
This research employed a quantitative approach with a correlational
research design. The participants of this study were 97 second-grade students of
senior high school. The data were collected using two research instruments: a self
efficacy questionnaire and a writing test. The questionnaire was used to measure
students’ level of self-efficacy, while the writing test was used to assess students’
writing ability in producing procedure texts. The students’ writing was evaluated
using a writing assessment rubric developed by Thomas Pandonge.
The data were analyzed using Spearman's rank correlation because one of
the variables was not normally distributed. The result of the analysis showed that
there was a positive correlation between students’ self-efficacy and their writing
ability. This indicates that students with higher self-efficacy tend to demonstrate
better writing performance. However, the strength of the correlation was very
weak, indicating that self-efficacy is not the only factor influencing students’
writing ability.
In conclusion, self-efficacy has a positive relationship with students’
writing ability, although its contribution is relatively small. Therefore, other
factors that may influence students’ writing ability should also be considered in
the learning process.