Nonverbal Communication of Supervisors in The Mentoring Thesis Process: Perceptions Of English Students

The study examines students' perceptions on the thesis mentoringprocess regarding their nonverbal communication patterns in the English studyprogram, FKIP of Halu Oleo University. The scope and focus are kinesics,proxemics, oculesics, chronemics, paralanguage, and physical appearance.Thisstudy apply a qualitative approach. The data obtained employing interview anddocumentation are then analyzed by Miles and Huberman's theory using reduction,reporting, and verification. The subjects of the study are eight graduated studentsand two students in the mentoring process. The study results shows that the sixtypes of nonverbal which are most likely to be experienced more often andinfluentially are ‘kinesics’, which is like the supervisor's attitude serving thestudents. Other nonverbal types continue to take on roles but are not as influentialas kinesics. This study reveals that the importance of communication is able toincrease student attention and motivation in constructing ideas gained from theirsupervisors when the communication process is going well and vice versa. 


A. INTRODUCTION
The importance of 'communication' in learning or classroom environment was just one of the many domains we usually encounter and meet. This opinion is reinforced by (Indrawan et al., 2017;Ranta & Harmawati, 2017;Lustig, Myron W, 2010). They generally stated that communication is an essential contact for all human and an integral part of human life. People communicate in different ways to express their thoughts, feelings, knowledge, skills, and ideas we wish to convey and understand the message. Therefore, all experts develop communication into two forms, namely verbal and nonverbal communications.
(2010) sorted them (emblems, adapters, effect displays, chemical fragrance, regulators, etc.) much more diverse and detailed. From other experts, the justification for mentioning nonverbal communication in groups is more straightforward. Knap (1972) stated that the ways of nonverbal communication could be different in to nine types, namely (1) bodily contact, which is in the form of touching; (2) proxemics, that is the ways of approaching someone; (3) orientation, that is how to face someone; (4) appearance, that is in the form of hair, clothes, skin, height, weight, etc.; (5) head nods; (6) facial expressions such as eyebrow position, eye shape, mouth shape, and nostril size; (7) gestures of the hand and arms; (8) posture in the forms of sitting, standing, and lying; and (9) eye movement and eye contact. On the other hand, Barabar and Kivanc (2016) explained nonverbal communication into seven types. First, kinesics is a nonverbal message applied in the form of sign language by members of the body such as facial, hand, and head expression as supported by various experts' opinions (Lustig, Myron W, 2010) and (Kendon, 2018). Second, proxemics is related to space divided into four spatial meanings, namely intimate, social, personal, and public space (Ballendat et al., 2010;Danesi, 2006;Greenberg et al., 2011). Third, oculesics is body language that is more language-focused on eye contact (Cruz, 2001;Sullivan, 2012).
Nonverbal communication was an exciting thing because it was said to be a silent language without words. Still, its impact and role have a more significant influence in interpreting the verbal language itself. Therefore, nonverbal studies have been carried out by many experts and scholars. Peng Hong Li (2011) reported that most researchers have found that it is necessary for teachers to learn in using nonverbal behaviour to enhance classroom teaching quality. They found that 82% of the notions used in a classroom by the teacher are nonverbal, while only 18% are verbal. To convey the 18% verbal message better to students, Qi Pan argued that some research findings are concerned with verbal fashion, while some are from what is observed nonverbally.

B. RESEARCH METHOD
The design of this study was descriptive qualitative design, where the entire contents of the data were presented verbally without quantifying the numbers and analyzed based on the findings obtained for the detailed meaning of the strings (Moleong, 2017); (Atmowardoyo, 2008); (Creswell, 2012). The subjects of the study were students who are categorized as students and have passed or guided their thesis.
There is ten number of participants. All students are they who consist of different classes, namely students of 2015, 2016 and 2014.
Data were gathered by using interview techniques (in-depth interview) with the same procedures. Interview data obtained by email media and contact, each student, is given or sent several questions (indirect interview). On the other hand, the researchers were doing direct interviews when contact is done. Students are free to answer freely according to the category of questions after they answer. The researchers were passive observers because the data was gathered through the students' or respondents' photos or documentation of their attendance consultations.
Data were analyzed according to the stages of Miles and Huberman (2014). The analysis consisted of three activities that coincided, (1) data reduction, (2) data presentation, and (3) conclusion/verification. In the stage of data reduction, data were gathered from the respondents' answers. It then was reviewed based on the types of nonverbal communication by making columns that have been labelled respectively. The opinions of respondents who are not under the classification of nonverbal communication are not included in the type group but become a reference in the explanatory factors. In the data presentation stage, the data set that has been grouped then be reviewed to be described in tabular form to facilitate the description of the data after going through the data interpretation and analysis process. Lastly, in the stage of conclusion or verification, before the results of the data analysis conclude, the researchers compare and clarify the data that has been verified with respondents,  There were ten students as participants, eight students had passed the thesis mentoring process, and two were in the process. Data interpretation in table 1 above illustrated six types of nonverbal communication, those are (1) kinesics, (2) proxemics, (3) chronemics, (4) paralanguage, (5) olfatics, and (6) physical appearance. All these types would describe one by one as a whole.
First, kinesics showed that all participants shared friendly, smiling, and interactive facial expressions in the coaching process, which made students motivated and felt comfortable in communication, particularly in expressing their opinions. On the contrary, all participants who shared a view on communication that showed an unfriendly attitude, flat or cold, and not enthusiastic or no interactive harmed students in expressing their opinions. Second, the type of proxemics illustrated that there are variations in answers, including dominant students, prefer the consultation process to occur in the private lecturer room because the impact can make them more focused.
However, some feel comfortable consulting collective lecturers or shared spaces like seminar rooms because they thought similar phases were seen from other friends (regarding the same boat). On the other hand, several rooms make students less comfortable, such as on the street, in the classroom, and at home. These places made the lecturers' concentration not so harmful in improving the thesis because it is divided by the interests of other lecturers. Third, chronemics related to the dominant time usage in the morning due to the mood effects for supervisors and students in still fresh members and accept input. Fourth, paralanguage referred to terms of voice intonation. Some students choose moderate but clear voices because they seem to communicate well.
High intonation sounds made students afraid or discouraged from consulting, while small voices confused students because it is rather difficult to digest or receive information well. Fifth, olfactics is related to dominant students. Students preferred their supervisor to look clean and neat because the coaching process is better. On the other hand, a tangled appearance made students think of a personality that cannot be emulated mostly in a formal situation. Sixth, physical appearance related to the outside appearance of lecturers for students is not a problem in the lecturer's body shape, face shape or the like because the main thing is the integrity of the lecturer and the lecturer's personality more than just the external appearance. The lectures or supervisors need to keep students enthusiastic and joyful in the mentoring process. A warm smile could give students felt comfortable studying. To do this, some teachers made some jokes. Hence, lecturers or supervisors and students kept their relationships in a comfortable and relaxing atmosphere. The appropriate distance between interlocutors was considered as positive feedback and communication. In their interaction, the teachers were standing in different positions at the proper distance to make students feel attentiveness and thoughtfulness.

Discussion
As the research subject, all the students argued that used vocal varieties by the lectures when talking interaction was also essential to make the mentoring process more conducive. They realized that the role of paralinguistic features in the communication process was also important. The paralinguistic component refers to how to say the words, the tone, pacing and volume of voices, and sentence stress. Some lectures or supervisors employed inappropriate paralanguage by using law tone and volume. It made the students felt ambiguous and confusing to receive their supervisors' input and correction. These nonverbal messages had been shown to stimulate meanings of attentiveness and responsiveness. The students showed positive nonverbal communication clues when they directly responded to their supervisors' instruction or input without any objections. The students tended to employ positive communication and give respect and feel close to their lectures or supervisors.
Moreover, the limitation of the linguistic ability of students had contributed to produce nonverbal expression. Sometimes, the students used silent expression in their responses to their lectures response or attitudes because of inadequate nonverbal cues.
Nonverbal behaviours accompanying verbal messages were other vital consideration in this study. There was a tendency to be more communicative if a verbal message is accompanied by nonverbal messages, and both should be congruent. Besides, nonverbal messages accompanying verbal message could emphasize, support, substitute, add, and complement the intended message. Appropriateness of verbal expression can be measured from the etiquette of nonverbal behaviour going along with it. In verbal terms, a good communication process in different speech acts employed by the lectures or supervisors and students in mentoring interaction was mostly emphasized and supported with appropriate nonverbal expressions in various behaviours.

D. CONCLUSION
In conclusion, this study's results have similarities in previous studies related to verbal and nonverbal communication. The result showed that nonverbal communication impacts two things, namely, positive and negative effects. Positive impact in improving communication; on the contrary, the communication process's adverse effects did not work well because student motivation decreased as students' intensity to consult with their supervisor. They became hampered and could require more duration long ago. It arrived at the level of completion of the student.