Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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All Journal Journal of Language, Literature, and Teaching Journal of Teaching and Education for Scholars
Nurchintyawati, Insani
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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THE PERCEPTION OF STUDENTS TOWARD TEACHER VOICE TONE IN CLASSROOM INTERACTION : A LITERATURE REVIEW Nurchintyawati, Insani
Journal of Language, Literature and Teaching Vol 5, No 2 (2023): August - November 2023
Publisher : Journal of Language, Literature and Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35529/jllte.v5i2.53-64

Abstract

Communication is the process of how communicators convey information or a message to his/her communicant, to create a common meaning with each other. Communication consists of verbal communication and non-verbal communication. However, research shows that 80% of human communication is done non-verbally conveyed. Non-verbal communication is very important because it can strengthen, clarify and complement the verbal communication. One of non-verbal communication is mostly done is voice of tone or paralanguage. Voice of tone is basic tool in human communication. It can have a huge impact on teaching and relationships between teacher and students. In the process of learning in the classroom teachers voice tones can lead to a variety of student perceptions. This is quite interesting for in further study. Therefore, this paper will be explained about students’ perception toward teacher voice tone in classroom interaction.Keywords: Communication, nonverbal communication, teacher voice tone, students’ perception, classroom interaction. 
Voices from the Virtual Classroom: Experiences of English for Nursing Lecturers in Online Teaching Syauqiyah Awaliyah Alfiani Nur; Mandarsari, Pujalinda; Asjuh, Nurfiaeni; Nurchintyawati, Insani; Ilmi HL, Siti Nurul
Journal for Teaching and Education for Scholars Vol 2 No 2 (2025): JOTES: November (2025)
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v2i2.243

Abstract

This study explores how English for Nursing (EfN) lecturers experienced, adapted to, and reflected on online teaching practices during and after the COVID-19 pandemic. Using a qualitative design, data were collected through semi-structured interviews with EfN lecturers from higher education institutions. The findings revealed four major themes: (1) General Background, which highlighted lecturers’ diverse experiences and gradual adaptation to online instruction; (2) Teaching Practices and Strategies, showing that interactive and case-based learning were considered the most effective methods to engage nursing students virtually; (3) Challenges and Adaptation, which included issues such as limited digital access, low student participation, and difficulties in evaluating clinical communication skills; and (4) Reflection and Professional Insights, where lecturers reported personal and professional growth, emphasizing empathy, creativity, and flexibility as essential teaching qualities. The study concludes that online teaching not only transformed pedagogical practices but also redefined lecturers’ professional identities in English for Specific Purposes (ESP) contexts.
Co-Authors Asjuh, Nurfiaeni Ilmi HL, Siti Nurul Mandarsari, Pujalinda Syauqiyah Awaliyah Alfiani Nur