Norhasanah, D. 2019. The Relationship Between Writing Self-Efficacy and Writing Performance across Genders of the 3 Semester Students of English Department Faculty of Teacher Training and Education, Mulawarman University Academic Year 2017/2018. Thesis English Department. Faculty of Teacher Training and Education, Mulawarman University. Samarinda. Advisors: (1) Dr. Aridah, M.A. and (2) Syamdianita, M.Pd. rd

Writing self-efficacy is defined as the students’ belief on their capability in performing writing tasks. Based on the different level of self-efficacy that each of the students has despite of the information of writing they received in previous writing classes, it was interesting to explore the relationship among the third semester students’ writing self-efficacy, writing performance and gender.

The purposes of this study were: (1) to determine whether there is any simultaneous relationship between writing self-efficacy and gender to the 3 semester students of English Department’s writing performance; (2) to determine whether there is any significant partial relationship among writing self-efficacy, gender and writing performance of the 3 Rd semester students of English Department; (3) to determine whether there is any significant difference between gender of the 3
rd semester students of English Department and their writing performance.

This study was a quantitative study with an ex-post facto method. The samples of the study were 30 students (15 females and 15 males). The answers of the problems of the study were analyzed by using multiple regression analysis and independent t-test in SPSS 23 Program. The instruments of the study were writing self-efficacy questionnaire and argumentative writing test. This study revealed the following findings: (1) there were positive simultaneous relationship among writing self-efficacy, gender and writing performance with the result of Fc > Ft (4.823 > 3.35) and p value (0.016) < a = 0.05; (2) there was no relationship between writing selfefficacy And writing performance with the result of tc < tt (-0.020 < 2.052) and p value (0.984)> = 0.05 meanwhile, a significant relationship between gender and writing performance was found with the result of tc > tt (-3.040 > 2.052) and p value (0.005) < a = 0.05; (3) there was differences between gender in writing performance with the result of tc > 2.048 and p value (0.004) < a = 0.05 with the mean score of female was higher than the male’s.

Based on the findings of the study, it was concluded that writing performance of the students were connected to their writing self-efficacy and gender. It was suggested for the lecturers to find teaching method that suitable for both genders and to help enhancing their self-efficacy and their writing. Meanwhile, students were suggested to practice more for their writing skills and their writing self-efficacy.

Keywords: Ex Post Facto design, Writing Self-Efficacy, Gender, Writing Performance, Undergraduate Students. rd