Abstract:
The purpose of this research is to examine the influence of students’ writing
self-efficacy on their ability in writing recount text. Self- efficacy is one of factors
that influences the success of second language acquisition. Since self- efficacy is
domain specific, the researcher focuses on students’ writing self-efficacy. Recount
text becomes kinds of text that was chosen by the researcher because it is a genre of
text taught at the tenth grade students of SMA N 3 Purworejo in the first semester.
This research belongs to quantitative research and the research design is
correlational research. The researcher uses questionnaire to know students’ writing
self-efficacy. The questionnaire consists of 30 items and in each item, student should
circle the level of their confidence in 0-100 scale. To measure students’ ability in
writing recount text, the researcher conducted assessment of students’ recount text
writing. The number of population in this research is 124 students and the researcher
takes 58 studdents to be research sample. The data collected from questionnaire and
writing assessment are calculated to get the coefficient correlation and regression
formula to know how far students’ writing self-efficacy influences the students’
ability in writing recount text. The calculation is done by both manual computation
and SPSS 16.00 version.
From the computation of students’ writing self-efficacy and students’ recount
text writing, the researcher gets four findings. First, the mean of students’ writing
self-efficacy score is 63,74 which can be categorized as high self-efficacy. Second,
the mean of students’ recount text writing score is 79,79, and it can be categorized as
good. Third, there is correlation between students’ writing self-efficacy and students’
ability in writing recount text which the coefficient correlation is 0,676 and belongs
to high correlation. Fourth, there is positive influence of students’ writing selfefficacy
towards students’ ability in writing recount text. Fourth, students’ ability in
writing recount text is influenced 45,7% by students’ writing self-efficacy and the
rest, 54,3% is influenced by another factors.
