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Tia Gustiani, 20223010, “The Correlation Among Writing Self-Efficacy, and Grammar Mastery Toward Writing Ability of Sixth Semester English Students”, Thesis, English Education Study Program, Faculty of Tarbiyah and Teacher Training, State Islamic University of Sjech M. Djamil Djambek, 2025 This study investigates the relationships between grammar mastery, writing self-efficacy, and writing ability among 76 sixth-semester English Education students at UIN Sjech M. Djamil Djambek Bukittinggi. A quantitative correlational design was used to determine whether students’ grammar skills and confidence in writing are linked to their actual writing performance. Data were collected through a writing self-efficacy questionnaire and documentation of students’ grammar test and writing scores from official academic records, ensuring reliable and objective measurement. The data were analyzed using Spearman’s Rho correlation coefficient. The results showed no statistically significant correlation between grammar mastery and writing ability (r = 0.017, p = 0.883), meaning that better grammar knowledge did not lead to better writing performance. Similarly, there was no significant correlation between writing self-efficacy and writing ability (r = 0.188, p = 0.105), indicating that students who felt more confident in their writing did not necessarily write better. These findings suggest that neither grammar mastery nor self-efficacy alone is a strong predictor of writing ability in this group of advanced EFL learners. Writing performance appears to be influenced by more complex factors beyond grammar and confidence. The study highlights the need for a broader approach to teaching writing, one that includes vocabulary, reading, organization, and feedback, rather than focusing only on linguistic accuracy or psychological factors in isolation.