Learners’ Engagement with Teacher and Peer Written Corrective Feedback (WCF) in EFL Context: Associations with Writing Ability - UMG REPOSITORY

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APPENDICES

Appendix 1

Learners’ Engagement with Teacher Written Corrective Feedback Questionnaire

Adapted from Tsao, et al, 2021; Fan and Xu, 2020

Statements

1 (strongly disagree)

2 (disagree)

3 (neutral)

4 (agree)

5 (strongly

agree) Behavior Engagement

Upon receiving teacher written corrective feedback, I spend time revising my writing based on it Cognitive Engagement Upon receiving teacher written corrective feedback, I think about the errors I made before starting to revise my writing

I keep the teacher written corrective feedback in my mind in order not to make the same mistakes again Social Engagement

I discuss with my classmates about the content of teacher written corrective feedback

I double-check with my English teacher about the content of teacher written corrective feedback.

Affective Engagement

I felt happy when receiving written corrective feedback from my English teacher

I felt interested when reading written corrective feedback provided by my English teacher

I was willing to let my English teacher read my writing

I felt that teacher written corrective feedback was helpful for improving my English writing.

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Appendix 2

Learners’ Engagement with Peer Written Corrective Feedback Questionnaire

Statements

2 (disagree)

3 (neutral)

4 (agree)

5 (strongly

agree) Behavior Engagement

Upon receiving peer written corrective feedback, I spend time revising my writing based on it

Cognitive Engagement

Upon receiving peer written corrective feedback, I think about the errors I made before starting to revise my writing

I keep the peer written corrective feedback in my mind in order not to make the same mistakes again Social Engagement

I discuss with my classmates about the content of peer written corrective feedback

I double-check with my English teacher about the content of peer written corrective feedback.

Affective Engagement

I felt happy when receiving written corrective feedback from my peer I felt interested when reading written corrective feedback provided by my peer

I was willing to let my peer read my English writing

I felt that peer written corrective feedback was helpful for improving my English writing.

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Appendix 3

Questionnaire for Learners

Learners’ Engagement with Teacher Corrective FeedbackQuestionnaire

General Informations

Name :

Attendance Number :

Class :

Gender : Male / Female*

Age :

Please Fill Out this Questionnaire Below by Putting Check Mark (√) on the Table Which Represents Your Response !

Statements

2 (disagree)

3 (neutral)

4 (agree)

5 (strongly

agree) Upon receiving teacher written

corrective feedback, I spend time revising my writing based on it Upon receiving teacher written corrective feedback, I think about the errors I made before starting to revise my writing

I keep the teacher written corrective feedback in my mind in order not to make the same mistakes again

I discuss with my classmates about the content of teacher written corrective feedback

I double-check with my English teacher about the content of teacher written corrective feedback.

I felt happy when receiving written corrective feedback from my English teacher

I felt interested when reading written corrective feedback provided by my English teacher

I was willing to let my English teacher read my writing

I felt that teacher written corrective feedback was helpful for improving my English writing.

Note: *) cross the unnecessary ones

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Appendix 4

Questionnaire for Learners

Learners’ Engagement with Peer Corrective Feedback Questionnaire

General Informations

Name :

Attendance Number :

Class :

Gender : Male / Female*

Age :

Please Fill Out this Questionnaire Below by Putting Check Mark (√) on the Table Which Represents Your Response !

No Statements

2 (disagree)

3 (neutral)

4 (agree)

5 (strongly

agree) 1

Upon receiving peer written corrective feedback, I spend time revising my writing based on it

2

Upon receiving peer written corrective feedback, I think about the errors I made before starting to revise my writing

3

I keep the peer written corrective feedback in my mind in order not to make the same mistakes again 4

I discuss with my classmates about the content of peer written corrective feedback

5

I double-check with my English teacher about the content of peer written corrective feedback.

6 I felt happy when receiving written corrective feedback from my peer 7

I felt interested when reading written corrective feedback provided by my peer

8 I was willing to let my peer read my English writing

9

I felt that peer written corrective feedback was helpful for improving my English writing.

Note:

*) cross the unnecessary ones

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Appendix 5

Kuisioner untuk Siswa

Kuisioner Keterlibatan Siswa dengan Umpan Balik Korektif Tertulis Guru Diadaptasi dari Tsao, dkk, 2021; Fan dan Xu, 2020

Informasi Umum

Nama :

Nomor Absen :

Kelas :

Jenis Kelamin : Laki-Laki / Perempuan*

Usia :

Silahkan Isi Kuisioner di bawah ini dengan Memberi Tanda Centang (√) pada Tabel yang Mewakili Respon Anda !

No Pernyataan

1 (sangat

tidak setuju)

2 (tidak setuju)

3 (netral)

4 (setuju)

5 (sangat setuju)

1

Setelah menerima umpan balik korektif tertulis guru, saya menghabiskan waktu untuk merevisi tulisan saya berdasarkan umpan balik korektif tertulis guru

2

Setelah menerima umpan balik korektif tertulis guru, saya memikirkan

kesalahanyang saya buat sebelum mulai merevisi tulisan saya

3

Saya menyimpan umpan balik korektif tertulis guru dalam pikiran saya agar tidak membuat kesalahan yang sama lagi 4

Saya berdiskusi dengan teman sekelas mengenai isi umpan balik korektif tertulis guru

5

Saya memeriksa ulang dengan guru bahasa Inggris terkait isi umpan balik korektif tertulis guru

6

Saya merasa senang ketika menerima umpan balik korektif tertulis dari guru bahasa Inggris saya

7

Saya merasa tertarik ketika membaca umpan balik korektif tertulis yang diberikan oleh guru bahasa Inggris saya 8 Saya rela apabila guru bahasa Inggris saya

membaca tulisan saya 9

Saya merasa bahwa umpan balik korektif tertulis guru sangat membantu untuk memperbaiki tulisan bahasa Inggris saya Note:

*) coret yang tidak perlu

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Appendix 6

Kuisioner untuk Siswa

Kuisioner Keterlibatan Siswa dengan Umpan Balik Korektif Tertulis Teman Sejawat

Diadaptasi dari Tsao, dkk, 2021; Fan dan Xu, 2020

Informasi Umum

Nama :

Nomor Absen :

Kelas :

Jenis Kelamin : Laki-Laki / Perempuan*

Usia :

Silahkan Isi Kuisioner di bawah ini dengan Memberi Tanda Centang (√) pada Tabel yang Mewakili Respon Anda !

No Pernyataan

1 (sangat

tidak setuju)

2 (tidak setuju)

3 (netral)

4 (setuju)

5 (sangat setuju)

1

Setelah menerima umpan balik korektif tertulis teman sejawat, saya menghabiskan waktu untuk merevisi tulisan saya berdasarkan umpan balik korektif tertulis teman sejawat

2

Setelah menerima umpan balik korektif tertulis teman sejawat, saya memikirkan

kesalahanyang saya buat sebelum mulai merevisi tulisan saya

3

Saya menyimpan umpan balik korektif tertulis teman sejawat dalam pikiran saya agar tidak membuat kesalahan yang sama lagi

4

Saya berdiskusi dengan teman sekelas mengenai isi umpan balik korektif tertulis teman sejawat

5

Saya memeriksa ulang dengan guru bahasa inggris terkait isi umpan balik korektif tertulis teman sejawat

6 Saya merasa senang ketika menerima umpan balik korektif tertulis dari teman sejawat saya 7

Saya merasa tertarik ketika membaca umpan balik korektif tertulis yang diberikan oleh teman sejawat saya

8 Saya rela apabila teman sejawat saya membaca tulisan saya

9

Saya merasa bahwa umpan balik korektif tertulis teman sejawat sangat membantu untuk memperbaiki tulisan bahasa Inggris saya

Note: *) coret yang tidak perlu

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Appendix 7

Content Validity of Writing Ability Test

Class Basic

Material KI KD

Indicator of Competence Achievement

Items/

Questions XI Personal

Letter Text

4. Processing, reasoning,

and presenting in

the concrete and abstract

domain related to the development of what they

learn in school independently

4.6.2 Compose a special text in

the form of a personal letter

related to the activities of your self and others around youby paying attention to

social functions, text

structure, and linguistic

features correctly and

based on appropriate

context

Learn and make a special text in the form of a personal letter

related to the activities of your

self and others around youby paying attention

to social functions, text

structure, and linguistic elements correctly and

based on appropriate

context

Question:

Please Handwrite a personal letter text to your

friend on one piece of paper (at least 200 words) about your daily activities

!

Question indicator:

-Time for doing task is 30 minutes

-The writing is expected to contain minimum of 200

words

-The writing consist of the learners’ experiences

related to their daily activities

-The writing should follow the text structure of personal letter (i.e., place

and date, receiver, greeting, introduction, content (body), closing)

The writing sholud follow lingustic features: the use

simple present tense and simple past tense (tell about the past), nouns, adjective, verb, singular or

plural, punctuations, etc.

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Appendix 8

Learners’ Worksheet

LEARNERS’ TASK

Name :

Class/Attendance Number :

Date :

Topic : Personal Letter Text

Question : Please Handwrite a personal letter text to your friend on one piece of paper (at least 200 words) about your daily activities !

Answer :

__________________________________________________________________

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Appendix 9

RUBRIC OF WRITING GRADING

(Brown, 2007)

Aspect Score Performance Description Weighting

Content (C) 30 %

4 The topic is complete and clear and the details are relating to the topic

3x 3 The topic is complete and clear, but the details are

almost relating to the topic

2 The topic is complete and clear, but the details are not relating to the topic

1 The topic is not clear and the details are not relating to the topic

Organization (O) 20 %

4 The composition is well organized and perfectly coherent. The composition contains complete generic structure of text

2x 3 The composition is fairly well organized and generally

coherent. The composition contains almost complete generic structure of text

2 The composition is loosely organized and not coherent.

The composition contains uncomplete generic structure of text (many components are missing)

1 The composition is disorganized and lack logical sequencing. The composition contains uncomplete generic structure of text (all components are missing)

Grammar (G) 20 %

4 Very few grammatical or agreement inaccuracies

2x 3 Few grammatical or agreement in inaccuracies but no

effect on the meaning

2 Numerous grammatical or agreement inaccuracies 1 Frequent grammatical or agreement inaccuracies

Vocabulary (V) 15 %

4 Effective choice of word and word forms

1.5x 3 Few misuses of vocabularies, word form, but not

change themeaning

2 Limited range confusing words and word forms, and notunderstandable

1 Very poor knowledge of words, word forms, and notunderstandable

Mechanic (M) 15 %

4 It uses correct spelling, punctuation, and capitalization

1.5x 3 It has occasional spelling, punctuation, and

capitalization

2 It uses a frequent error of spelling, punctuation, and capitalization

1 It is dominated by errors of spelling, punctuation, andcapitalization

SCORE : 3C + 2O + 2G +1.5V + 1.5 M X 100 40

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Appendix 10

Guide for Semi-Structured Interview

Adapted from Zheng and Yu, 2018

1. Tell me about your learning experiences of English writing!

2. What is the role of grammar, content and organization in English writing?

3. What do you think of teacher written corrective feedback on linguistic errors in your writing?

4. How do you usually use teacher written corrective feedback to revise your writing draft?

5. What do you do upon receiving the teacher written corrective feedback?

6. How do you feel when you receive written feedback from your teacher on linguistic errors in your writing?

7. What do you think of peer written corrective feedback on linguistic errors in your writing?

8. How do you usually use peer written corrective feedback to revise your writing draft?

9. What do you do upon receiving the peer written corrective feedback?

10. How do you feel when you receive written feedback from your peer on linguistic errors in your writing?

11. Tell me about your experiences of writing two drafts (original and revised version) !

12. Could you understand the teacher written corrective feedback on your first draft?

13. What kinds of errors have received teacher written corrective feedback on your first writing draft?

14. What strategies did you use to revise your writing based on teacher written corrective feedback?

15. What were you thinking about when reading your teacher written corrective feedback?

16. What were you thinking about when revising your first writing draft based on teacher written corrective feedback?

17. Do you have further comments, suggestions, and reflections regarding teacher written corrective feedback on your English writing?

18. Could you understand the peer written corrective feedback on your first writing draft?

19. What kinds of errors have received peer written corrective feedback on your first writing draft?

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20. What strategies did you use to revise your writing based on peer written corrective feedback?

21. What were you thinking about when reading your peer written corrective feedback?

22. What were you thinking about when revising your first writing draft based on peer written corrective feedback?

23. Do you have further comments, suggestions, and reflections regarding peerwritten corrective feedback on your English writing?

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Appendix 11

Panduan Wawancara Semi Terstruktur

Diadaptasi dari Zheng dan Yu, 2018

1. Ceritakan tentang pengalaman belajar menulis bahasa Inggris Anda!

2. Apa peran tata bahasa, konten, dan organisasi dalam penulisan bahasa Inggris?

3. Apa pendapat Anda mengenai umpan balik korektif tertulis guru pada kesalahan bahasa dalam tulisan Anda?

4. Bagaimana Anda biasanya menggunakan umpan balik korektif tertulis guru untuk merevisi draf tulisan Anda?

5. Apa yang Anda lakukan setelah menerima umpan balik korektif tertulis dari guru?

6. Bagaimana perasaan Anda ketika Anda menerima umpan balik tertulis dari guru mengenai kesalahan bahasa dalam tulisan Anda?

7. Apa pendapat Anda mengenai umpan balik korektif tertulis teman sejawat pada kesalahan bahasa dalam tulisan Anda?

8. Bagaimana Anda biasanya menggunakan umpan balik korektif tertulis teman sejawat untuk merevisi draf Anda?

9. Apa yang Anda lakukan setelah menerima umpan balik korektif tertulis dari teman sejawat?

10. Bagaimana perasaan Anda ketika Anda menerima umpan balik dari teman sejawat mengenai kesalahan bahasa dalam tulisan Anda?

11. Ceritakan pengalaman anda menulis tiga tulisan (versi asli dan versi revisi baik setelah menerima umpan balik korektif tertulis dari guru maupun teman sejawat) !

12. Bisakah Anda memahami umpan balik korektif yang ditulis guru pada draf tulisan Anda?

13. Jenis kesalahan apa yang tercatat pada umpan balik korektif tertulis guru pada draf tulisan pertama Anda?

14. Strategi apa yang Anda gunakan untuk merevisi tulisan Anda berdasarkan umpan balik korektif tertulis guru?

15. Apa yang Anda pikirkan ketika membaca umpan balik korektif tertulis dari guru Anda?

16. Apa yang Anda pikirkan ketika merevisi draf tulisan Anda berdasarkan umpan balik korektif tertulis dari guru?

17. Apakah Anda memiliki komentar, saran, dan refleksi lebih lanjut mengenai umpan balik korektif tertulis guru pada tulisan bahasa Inggris Anda?

18. Bisakah Anda memahami umpan balik korektif tertulis teman sejawat pada draf tulisan Anda?

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19. Jenis kesalahan apa yang tercatat pada umpan balik korektif tertulis teman sejawat pada draf tulisan Anda?

20. Strategi apa yang Anda gunakan untuk merevisi tulisan Anda berdasarkan umpan balik korektif tertulis dari teman sejawat?

21. Apa yang Anda pikirkan ketika membaca umpan balik korektif tertulis dari teman sejawat?

22. Apa yang Anda pikirkan ketika merevisi draf tulisan Anda berdasarkan umpan balik korektif tertulis dari teman sejawat?

23. Apakah Anda memiliki komentar, saran, dan refleksi lebih lanjut mengenai umpan balik korektif tertulis dari teman sejawat pada tulisan bahasa Inggris Anda?

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Appendix 12

Descriptions of the Observation Checklist

“Learners’ Engagement with Teacher WCF”

Observation Aspects Category

High Medium Low

Behavior Engagement Revising their writing task after receiving teacher WCF

Almost all or more than a half of learners in class revise their writing task after receiving teacher WCF

Almost (or) a half of learners in class revise their writing task after receiving teacher WCF

Only several learners revise their writing task after receiving teacher WCF

Using various learning aids torevise their writing task based on teacher WCF, such as : dictionaries, textbooks, online dictionaries, etc

Almost all or more than a half of learners in class use various learning aids torevise their writing task based on teacher WCF, such as :

dictionaries, textbooks, online dictionaries, etc

Almost (or) a half of learners in class use various learning aids torevise their writing task based on teacher WCF, such as : dictionaries, textbooks, online dictionaries, etc

Only several learners use various learning aids torevise their writing task based on teacher WCF, such as :

dictionaries, textbooks, online dictionaries, etc Cognitive Engagement

Giving attention and trying to understand the content of teacher WCF by examining it seriously.

Almost all or more than a half of learners in class give attention and try to understand the content of teacher WCF by examining it seriously.

Almost (or) a half of learners in class give attention and try to understand the content of teacher WCF by examining it seriously

Only several learners give attention and try to understand the content of teacher WCF by examining it seriously

Social Engagement Making comments or askingquestions about the teacher WCF to the teacher

Almost all or more than a half of learners in class make comments or askingquestions about the teacher WCF to the teacher

Almost (or) a half of learners in class make comments or askingquestions about the teacher WCF to the teacher

Only several learners make comments or askingquestions about the teacher WCF to the teacher Making comments or

askingquestions about the teacher WCF to their classmates

Almost all or more than a half of learners in class make comments or askingquestions about the

Almost (or) a half of learners in class make comments or askingquestions about the

Only several learners make comments or askingquestions about the Discussing with their

classmates about the content of teacher WCF

Almost all or more than a half of learners in class discuss with their classmates about the content of teacher WCF

Almost (or) a half of learners in class discuss with their classmates about the content of teacher WCF

Only several learners discuss with their classmates about the content of teacher WCF

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Doing double-check with their teacher about the content of teacher WCF

Almost all or more than a half of learners do double-check with their teacher about the content of teacher WCF

Almost (or) a half of learners in class do double-check with their teacher about the content of teacher WCF

Only several learners do double- check with their teacher about the content of teacher WCF

Affective Engagement Looks happy and interested in receiving and reading the teacher WCF

Almost all or more than a half of learners in class look happy and

interested in receiving and reading the teacher WCF

Almost (or) a half of learners in class look happy and interested in receiving and reading the teacher WCF

Only several learners look happy and interested in receiving and reading the teacher WCF

Enjoyed during the process of revising their writing task based on teacher WCF

Almost all or more than a half of learners in class enjoy during the process of revising their writing task based on teacher WCF

Almost (or) a half of learners in class enjoy during the process of revising their writing task based on teacher WCF

Only several learners enjoy during the process of revising their writing task based on teacher WCF

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Appendix 13

The Tabulation of Learners’ Engagement with Teacher WCF Questionnaire for Pilot Study

No

Name of Students

Number of Item

Total 1 2 3 4 5 6 7 8 9

1 AFS 3 4 4 3 3 3 3 2 3 28

2 ALIA 3 3 3 3 3 3 3 3 3 27

3 ANAA 4 3 4 4 5 5 4 3 3 35

4 AM 4 2 2 3 5 1 3 5 4 29

5 ANJ 4 4 4 2 2 4 4 4 4 32

6 AAS 5 3 4 4 5 3 3 4 4 35

7 AFS 3 4 4 3 4 3 4 4 4 33

8 CM 3 4 4 3 3 4 4 3 4 32

9 DNA 3 3 3 3 3 3 3 4 4 29

10 ENS 3 3 3 4 3 3 3 3 3 28

11 EZC 4 3 3 4 3 3 3 4 4 31

12 HHP 5 5 2 4 5 5 3 4 1 34

13 LZ 3 3 4 3 3 4 3 3 4 30

14 MDB 1 1 1 2 2 3 3 3 1 17

15 MNF 3 3 3 4 5 3 3 3 4 31

16 MM 3 4 4 3 4 3 4 4 4 33

17 MK 3 3 3 3 3 3 4 3 3 28

18 MFA 3 3 4 2 4 3 3 3 4 29

19 MI 4 3 4 4 4 3 3 3 3 31

20 MIIH 3 3 3 3 3 3 3 3 3 27

21 MSSA 3 3 3 4 3 3 3 3 3 28

22 M 5 3 5 4 5 5 4 5 4 40

23 NRA 3 3 5 5 3 5 4 5 5 38

24 NSN 3 3 4 3 3 4 3 3 4 30

25 RA 3 3 3 3 3 3 3 3 3 27

26 RM 4 4 3 3 3 3 4 4 3 31

27 SNI 4 3 3 3 1 3 3 3 3 26

28 STAR 4 4 3 3 4 4 4 4 4 34

29 TANH 4 4 3 3 3 3 4 4 3 31

30 WA 3 4 5 4 4 5 5 5 4 39

31 MFP 3 3 3 3 3 4 4 3 3 29

32 MRE 4 4 4 3 4 3 3 3 4 32

33 ASS 3 4 4 3 4 3 3 3 4 31

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Appendix 14

The Tabulation of Learners’ Engagement with Peer WCF Questionnaire for Pilot Study

No

Number of Item

Total 1 2 3 4 5 6 7 8 9

1 AFS 3 4 4 3 3 3 3 2 4 29

2 ALIA 4 4 4 4 5 5 2 2 1 31

3 ANAA 4 4 4 3 4 3 4 4 4 34

4 AM 4 4 3 2 5 4 3 5 4 34

5 ANJ 4 4 4 4 4 4 4 4 4 36

6 AAS 5 4 4 5 5 4 5 4 5 41

7 AFS 3 4 4 3 4 4 4 4 4 34

8 CM 3 4 4 3 4 4 4 4 4 34

9 DNA 3 4 4 4 4 4 3 4 4 34

10 ENS 4 4 4 3 4 3 4 4 3 33

11 EZC 3 4 3 4 3 3 3 4 4 31

12 HHP 5 4 2 3 5 5 4 5 5 38

13 LZ 4 4 5 4 4 4 3 4 4 36

14 MDB 5 5 5 4 5 5 5 3 5 42

15 MNF 4 4 4 3 2 4 4 3 5 33

16 MM 3 4 4 3 4 4 4 4 4 34

17 MK 4 4 3 3 3 3 3 3 4 30

18 MFA 4 4 4 2 3 4 4 3 4 32

19 MI 4 4 4 3 4 3 3 3 4 32

20 MIIH 3 3 3 3 3 4 3 3 4 29

21 MSSA 3 4 3 4 4 4 3 4 5 34

22 M 5 3 4 5 5 4 5 5 5 41

23 NRA 4 4 5 5 4 4 5 5 5 41

24 NSN 4 3 4 4 3 3 3 4 4 32

25 RA 3 3 4 4 2 2 4 3 2 27

26 RM 5 4 4 3 3 3 4 4 5 35

27 SNI 3 3 2 3 2 3 3 3 3 25

28 STAR 4 4 3 3 4 4 4 4 4 34

29 TANH 5 4 4 3 3 3 4 4 5 35

30 WA 3 4 5 4 4 4 5 5 5 39

31 MFP 5 4 4 4 4 3 4 2 4 34

32 MRE 4 4 4 3 3 4 4 3 5 34

33 ASS 3 4 3 4 4 4 3 4 5 34

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Appendix 15

Validity and Reliability of Learners’ Engagement with Teacher WCF Questionnaire

1. Summary of Validity Learners’ Engagement with Teacher WCF Questionnaire

N %

Cases

Valid 33 100.0

Excluded^a 0 .0

Total 33 100.0

a. Listwise deletion based on all variables in the procedure.

2. Summary of Reliability Learners’ Engagement with Teacher WCF Questionnaire

Cronbach's Alpha N of Items

.742 9

3. The Detail Validity and Reliability of Learners’ Engagement with Teacher WCF Questionnaire

item.1 item.2 item.3 item.4 item.5 item.6 item.7 item.8 item.9 total

item.1

Pearson

Correlation 1 .239 .164 .133 .361^* .150 .415^* .073 .309 .550^**

Sig. (2-

tailed) .181 .360 .461 .039 .404 .016 .688 .080 .001

N 33 33 33 33 33 33 33 33 33 33

item.2

Pearson

Correlation .239 1 .321 -.106 .422^* .417^* .189 -.019 .300 .462^**

Sig. (2-

tailed) .181 .069 .558 .014 .016 .293 .917 .090 .007

N 33 33 33 33 33 33 33 33 33 33

item.3

Pearson

Correlation .164 .321 1 .358^* .149 .054 .449^** -.006 .096 .475^**

Sig. (2-

tailed) .360 .069 .041 .408 .764 .009 .973 .595 .005

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N 33 33 33 33 33 33 33 33 33 33

item.4

Pearson Correlation

.133 -.106 .358^* 1 .301 .112 .292 .188 .118 .487^**

Sig. (2-

tailed) .461 .558 .041 .089 .535 .100 .295 .514 .004

N 33 33 33 33 33 33 33 33 33 33

item.5

Pearson

Correlation .361^* .422^* .149 .301 1 .640^** .213 .391^* .133 .693^**

Sig. (2-

tailed) .039 .014 .408 .089 .000 .234 .025 .462 .000

N 33 33 33 33 33 33 33 33 33 33

item.6

Pearson Correlation

.150 .417^* .054 .112 .640^** 1 .136 .214 .228 .549^**

Sig. (2-

tailed) .404 .016 .764 .535 .000 .449 .232 .202 .001

N 33 33 33 33 33 33 33 33 33 33

item.7

Pearson

Correlation .415^* .189 .449^** .292 .213 .136 1 .401^* .515^** .713^**

Sig. (2-

tailed) .016 .293 .009 .100 .234 .449 .021 .002 .000

N 33 33 33 33 33 33 33 33 33 33

item.8

Pearson

Correlation .073 -.019 -.006 .188 .391^* .214 .401^* 1 .469^** .575^**

Sig. (2-

tailed) .688 .917 .973 .295 .025 .232 .021 .006 .000

N 33 33 33 33 33 33 33 33 33 33

item.9

Pearson

Correlation .309 .300 .096 .118 .133 .228 .515^** .469^** 1 .635^**

Sig. (2-

tailed) .080 .090 .595 .514 .462 .202 .002 .006 .000

N 33 33 33 33 33 33 33 33 33 33

total

Pearson

Correlation .550^** .462^** .475^** .487^** .693^** .549^** .713^** .575^** .635^** 1 Sig. (2-

tailed) .001 .007 .005 .004 .000 .001 .000 .000 .000

N 33 33 33 33 33 33 33 33 33 33

*. Correlation is significant at the 0.05 level (2-tailed).

**. Correlation is significant at the 0.01 level (2-tailed).

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Appendix 16

Validity and Reliability of Learners’ Engagement with Peer WCF Questionnaire

1. Summary of Validity Learners’ Engagement with PeerWCF Questionnaire

N %

Cases

Valid 33 100.0

Excluded^a 0 .0

Total 33 100.0

a. Listwise deletion based on all variables in the procedure.

2. Summary of Reliability Learners’ Engagement with PeerWCF Questionnaire

Cronbach's Alpha N of Items

.772 9

3. The Detail Validity and Reliability of Learners’ Engagement with PeerWCF Questionnaire

item.1 item.2 item.3 item.4 item.5 item.6 item.7 item.8 item.9 total

item.1

Pearson

Correlation 1 .420^* .211 .362^* .455^** .185 .075 .407^* .125 .608^**

Sig. (2-

tailed) .015 .240 .038 .008 .303 .680 .019 .488 .000

N 33 33 33 33 33 33 33 33 33 33

item.2

Pearson

Correlation .420^* 1 .368^* .081 .183 .334 .364^* .105 .127 .540^**

Sig. (2-

tailed) .015 .035 .654 .307 .057 .037 .561 .483 .001

N 33 33 33 33 33 33 33 33 33 33

item.3

Pearson

Correlation .211 .368^* 1 .315 .212 .482^** .425^* .203 .699^** .734^**

Sig. (2-

tailed) .240 .035 .074 .237 .004 .014 .256 .000 .000

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N 33 33 33 33 33 33 33 33 33 33

item.4

Pearson Correlation

.362^* .081 .315 1 .412^* .384^* .098 .329 .162 .581^**

Sig. (2-

tailed) .038 .654 .074 .017 .027 .589 .061 .368 .000

N 33 33 33 33 33 33 33 33 33 33

item.5

Pearson

Correlation .455^** .183 .212 .412^* 1 .119 .069 .330 .183 .582^**

Sig. (2-

tailed) .008 .307 .237 .017 .509 .701 .060 .309 .000

N 33 33 33 33 33 33 33 33 33 33

item.6

Pearson Correlation

.185 .334 .482^** .384^* .119 1 .518^** .229 .028 .598^**

Sig. (2-

tailed) .303 .057 .004 .027 .509 .002 .201 .879 .000

N 33 33 33 33 33 33 33 33 33 33

item.7

Pearson

Correlation .075 .364^* .425^* .098 .069 .518^** 1 .501^** .243 .570^**

Sig. (2-

tailed) .680 .037 .014 .589 .701 .002 .003 .172 .001

N 33 33 33 33 33 33 33 33 33 33

item.8

Pearson

Correlation .407^* .105 .203 .329 .330 .229 .501^** 1 .362^* .625^**

Sig. (2-

tailed) .019 .561 .256 .061 .060 .201 .003 .039 .000

N 33 33 33 33 33 33 33 33 33 33

item.9

Pearson

Correlation .125 .127 .699^** .162 .183 .028 .243 .362^* 1 .554^**

Sig. (2-

tailed) .488 .483 .000 .368 .309 .879 .172 .039 .001

N 33 33 33 33 33 33 33 33 33 33

total

Pearson

Correlation .608^** .540^** .734^** .581^** .582^** .598^** .570^** .625^** .554^** 1 Sig. (2-

tailed) .000 .001 .000 .000 .000 .000 .001 .000 .001

N 33 33 33 33 33 33 33 33 33 33

*. Correlation is significant at the 0.05 level (2-tailed).

**. Correlation is significant at the 0.01 level (2-tailed).

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Appendix 17

The Tabulation of Learners’ Engagement with TeacherWCF Questionnaire of XI Science 1 Class

No

Item of BE

Item of

CE Mean of CE

Item of

SE Mean

of SE

Item of AE Mean of AE

Tot al

Mean of Total

1 2 3 4 5 6 7 8 9

1 ADA 4 4 4 4.00 4 4 4.00 3 4 4 4 3.75 35 3.89

2 AN 4 3 4 3.50 4 4 4.00 3 3 4 5 3.75 34 3.78

3 FWA 4 4 4 4.00 3 4 3.50 5 4 3 5 4.25 36 4.00

4 HS 3 4 4 4.00 4 4 4.00 4 3 3 3 3.25 32 3.56

5 IFA 3 4 4 4.00 4 4 4,00 4 3 4 4 3,75 34 3.78

6 IAC 4 3 3 3,00 4 4 4,00 3 4 4 4 3,75 33 3,67

7 IAC 4 4 4 4,00 5 5 5,00 5 5 4 5 4,75 41 4,56

8 MAS 4 4 4 4,00 3 4 3,50 4 4 4 5 4,25 36 4,00

9 MA 4 4 5 4,50 4 5 4,50 5 5 4 5 4,75 41 4,56

10 MIM 5 5 4 4,50 5 5 5,00 5 4 5 4 4,50 42 4,67

11 MHK 5 4 4 4,00 3 4 3,50 3 3 3 3 3,00 32 3,56

12 MAb 4 4 4 4,00 3 3 3,00 4 4 3 4 3,75 33 3,67

13 MAA 3 3 4 3,50 4 4 4,00 4 4 4 4 4,00 34 3,78

14 MAr 4 4 4 4,00 3 2 2,50 4 3 2 4 3,25 30 3,33

15 MAM 4 4 3 3,50 4 4 4,00 4 4 4 4 4,00 35 3,89

16 MDA 4 3 4 3,50 4 4 4,00 4 4 4 3 3,75 34 3,78

17 MMaF 3 3 2 2,50 3 2 2,50 4 3 3 2 3,00 25 2,78

18 MMUA 5 4 4 4,00 5 5 5,00 4 4 5 4 4,25 40 4,44

19 MMiF 3 <