The Correlation between Students’ Perceptions on Teacher Feedback and Writing Self-Efficacy

Abstract

This study aimed to investigate whether there was any significant correlation between students’ perceptions on teacher feedbacks and writing self-efficacy. This study applied correlational design. The students of the fifth semester of the English Department who had received feedbacks on their essays participated in completing both teacher feedback perception questionnaire and writing self-efficacy questionnaire. The data were analyzed by using SPSS 21 program. The findings showed that the mean score of students’ writing self-efficacy after it was converted into Z score was 50,00094 and classified into a moderate category; the mean score of students’ perception on teacher was 50,00307 and classified into a moderate category; and there was no any significant correlation between writing self-efficacy and perceptions on teacher feedback (the p-value was 0.061, which was higher than α = 0.05). Furthermore, this value was also corroborated by the result of r-value which was 0.316 indicating that the correlation between students’ perception on teacher feedback and writing self-efficacy was low. Therefore, it can be said that writing self-efficacy did not have any significant correlation with the students’ perceptions on teacher feedback.