<![CDATA[Writing performance is an aspect correlated significantly to writing as one of the essential part in the school curriculum. While writing self-efficacy is what students believe in the way they engaged with writing activities which is a multi-dimensions of linguistic self-efficacy, self-regulatory self-efficacy, and performance self-efficacy. Previous studies indicate that there is a significant correlation between students’ writing performance and their writing self-efficacy, but there is no research discussing it at secondary level of students. Thus, the current study is aimed to find out the writing self-efficacy level of secondary students and analyze whether there is any correlation between students writing' self-efficacy and their writing performance at secondary level, especially in writing descriptive text. The data are collected through conducting L2WSS survey on 20-40 eleventh grade students from SMA Negeri 1 Sumenep, valuing their writing performance using a Level-Specific Checklist of Binary Choice Items, and finally examining the correlation between writing self-efficacy and writing performance using SPSS 2016 program. The result shows that mean value of students writing self-efficacy is 4.83 from the range of 1-2 as the low level, 3-5 as the moderate, and 6-7 as the high, so it is considered as a moderate level of writing self-efficacy. While the correlational analysis shows significance value is 0.602 which is more than 0.05 (p>0.05), so that means there is no significance correlation between students writing self-efficacy and their writing performance at secondary level especially in writing descriptive text. Keywords: Writing, Writing Performance, Writing Self-Efficacy.]]>
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