RESEARCH PROPOSAL

AN ANALYSIS OF THE STUDENTS’ NONVERBAL COMMUNICATION

BY INSTAGRAM POST AT TENTH GRADE OF SMA NEGERI 1
CILEGON

(Academic Year 2018/2019)

UNDERGRADUATE THESIS

Aranged by:
Fia Adriani
2223150080

DEPARTMENT OF ENGLISH EDUCATION

FACULTY TEACHER TRAINING AND EDUCATION

UNIVERSITY OF SULTAN AGENG TIRTAYASA

2019
 CHAPTER I

INTRODUCTION

1.1. Background of Problem

Nonverbal communication is a process of sending a sign meaningfully in

transferring information. It is supported by Knapp & Hall (2002: 78) that

nonverbal communication refers to communication that is produced by some

means other than words (eye contact, body language, or vocal cues, for

example). Nonverbal “frames” the verbal because sometimes people trust their

ears less than their eyes. As Varner (2005: 122) said, “some researchers

maintain that face-to-face communication up to 93 percent of an oral message

is communicated nonverbally and that the nonverbal elements are a much

better indicator of the true meaning than the actual words are”. So, nonverbal

is really important to be learned and mastered in order to live this life well.

As Burgoon (2009: 9) stated that the elements of non-verbal

communication are defined as kinesics, paralanguage, physical appearance,

touch, artifacts, proxemics, chronemics, and silence. On this research, the

researcher interested to focus with kinesics that Burgoon (2009: 17) defined as

facial expressions, gestures, postures and eye movement. McDaniel (2006:

266) said that facial expressions are smiling, showing anger, and many other

facial expressions which accompany feelings and words. In addition, Brown

(2000: 63) also said that facial expressions convey a wealth of information.

The particular look on a person’s face and movements of the person’s head

provide reliable cues as to approval, disapproval, or disbelief. For example

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when people begin to experience an emotion, their facial muscles are

triggered. However facial expression is still one of nonverbal communication

elements so the researcher will explain more about the other elements in the

further such as gestures, postures, and eye movement.

The next elements, gestures and postures are frequent and continuous

movements of the body that reflect individual thought processes and regulate

communication (Goldman, 2004: 181). Eunson (2012: 266) claimed that

gestures are movements of the body, especially the hands or arms, that express

an idea or emotion. Hand gestures, such as when the speakers use their hand

while conveying message in order to ‘rephrase’ the words. People tend to use

gesture more when they are enthusiastic, excited, and energized (Brown H. ,

2000: 69). Miller (2005: 239) identifies that an attentive and engaged students

will sit predominately erect and lean forward slightly. On the other hand,

boredom or a discouraged state is indicated by slumping or slouching when

seated (Miller, 2005: 8). It should be noted that a non‐erect posture could be

an indication of fatigue or drowsiness. From the explanation above it can be

concluded that a student’s relaxed posture is an indication of a lack of respect

and the most gesture used means the most speaker enthusiasts.

For the last element is eye movement, an observation of eye movement

can provide instructors with an indication of a student’s mindset and thoughts.

For example, images are stored in the visual cortex, which is located in the

rear of the brain (Hartley & Karinch, 2007: 15). Thus, when students attempt

to recall an image, their eyes tend to drift upwards. Likewise, recall of a sound

is indicated by the eyes drift to the left or right and in line with the ears

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(Hartley & Karinch, 2007: 15). Cognitive thought and problem solving is

performed in the frontal lobe and results in the eyes migrating down and to the

left (Hartley & Karinch, 2007: 16). Regarded to the function and meaning, the

researcher sure that those four elements has their own role especially which

used by students. Those elements which were facial expressions, gestures,

postures and eye movement will be analyzed by the instruments to find out the

nonverbal used by students and its reason especially in Instagram post.

As the researcher faced in pre-service teaching period for about two

months started on September 12th and finished on November 16th 2018 at

SMA N 1 Cilegon, nonverbal communication often happens in teaching and

learning activity. One of teaching and learning activities is students need to

practice their speaking skill which has been well known as one of important

aspects to measure their speaking ability. Nonverbal communication plays

importance role to support their performance for example when they mumbles

words, shuffles his or her feet, they looked to the one of the audience and their

hand pointed to them, etc. Since students’ nonverbal communication by come

forward in front of class usually happens so it makes the researcher an idea to

do a research about students’ nonverbal communication by offering something

new and difference. The researcher willingly makes this research more

interesting by wrap it through one of famous social media, Instagram. It also

influenced by the pre-service teaching period so the researcher observed and

knew that most of the tenth grade students of SMA N 1 Cilegon are an active

Instagram user. The researcher found about 23 accounts from 35 students of

X-IPS 1 who follow the researcher’s Instagram. Therefore the researcher

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believes it will be interesting to ask the students post their speaking

performance on Instagram.

A recent survey also affirmed that Instagram is still the most popular

social media network for teenagers (Mansor & Rahim, 2017: 109). As it is an

online mobile photo-sharing, video-sharing, and social networking service.

Using Instagram in teaching and learning activity is an alternative way to

apply 21st century skills. Based on this case, Fandino (2013: 193) proposes

21st century skill consist of an integrated of content knowledge, particular

skills, proficiency, and literacy of technologies which include skill in critical

thinking, problem solving, communication, and team work. Therefore this

study seeks to reveal the students of SMA N 1 Cilegon’s experience in

applying Instagram as a tool in their learning activities. As mentioned before,

based on the pre-service teaching period also the researcher knew that most of

the tenth grade students of SMA N 1 Cilegon are an active Instagram user.

Thus, considering to those several points so the researcher will ask the

students to post on Instagram about their speaking practice in the topic that

they already learned also written on the tenth grade syllabus which is recount

topic and the researcher will focus with one of nonverbal communication

element which is kinesics that the students will be used. There will be some

instruments conducted in order to find out whether facial expressions,

gestures, postures or eye movement which mostly used and its reason also will

be stated through observation, questioner, and interview.

Furthermore, the previous researchers have been conducted by Hauroni

(2014) and Barry (2011). They claimed about the importance and benefit of

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 using nonverbal communication in teaching and learning activities.

Unfortunately, it seemed to reveal that problems combine with technology are

still rarely discussed, especially in at senior high level. Therefore, to fill this

gap the researcher aims to conduct a research about students’ nonverbal

communication at senior high school by Instagram post. The researcher sure

that there are always something new could be found. So, based on the

description above, the researcher is going to apply a research with tittle:

“STUDENTS’ NONVERBAL COMMUNICATION BY INSTAGRAM

POST AT TENTH GRADE OF SMA NEGERI 1 CILEGON”.

1.2. Identification of Problem

Based on the background of study, the researcher identifies the problem of

the study as follows:

1. Nonverbal communication often happens in teaching learning

activities.

2. Nonverbal communication helps the students to convey message in

their performance.

3. Students’ nonverbal communication in their performance by come

forward in front of class is the usual thing.

4. A recent survey affirmed that Instagram is still the most popular social

media network for teenagers.

5. By the pre-service teaching period so the researcher observed and

knew that most of the tenth grade students of SMA N 1 Cilegon are an

active Instagram user.

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1.3. Limitation of Research Problem

The researcher limits the research problem to focus on students’ nonverbal

communication by Instagram post at tenth grade of SMAN 1 Cilegon the

academic year 2018/2019.

1.4. Research Question

1. What are the most types of the students’ nonverbal communication used in

their Instagram post?

2. What are the possible causes of the students’ nonverbal communication

used in their Instagram post?

1.5. Research Objective

1. To identify the types of nonverbal communication which the most used in

their Instagram post.

2. To find out the possible causes of the students’ nonverbal communication

used in their Instagram post.

1.6. Significance of Research

The researcher expects that this research will give some contributions in

the English language teaching and learning areas. The following are three

significance contributions gained from this study:

1. For the English teacher, the finding of this research can be useful as a

guide in teaching speaking material especially on nonverbal

communication used.

2. For the students, the result of the research also will be useful to give

them understanding and solution. So the students will perform better in

their performance by use nonverbal communication properly.

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 3. This research will also useful for other researchers who concern on

nonverbal communication as additional source and references dealing

with nonverbal communication in different perspective.

1.7. The Scope of Research

The researcher divided the scope of the research into four parts, there are:

1. Subject of the Research

The subject of this research will be IPS1 class in first grade students of

SMA Negeri 1 Cilegon.

2. Object of the Research

The object of this research will be nonverbal communication used by

students in their Instagram post.

3. Time of the Research

The research will be conducted at the second semester in the academic

year 2018/2019.

4. Place of the Research

The research will be conducted at SMA Negeri 1 Cilegon jl. Kyai H.

Tubagus Ismail blok. F no. 103, Ciwaduk, Kec. Cilegon, Kota Cilegon,

Banten 42418

1.8. Paper Organization

In this research proposal, the researcher divides the organization of writing

into three chapters, they are:

1. Chapter one presents an introduction that consists of the background of

problem, identification of research problem, limitation of research

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 problem, research question, research objective, significance of research,

scope of research and paper organization.

2. Chapter two presents theoretical foundation that consists of

communication, definition of nonverbal communication, types of

nonverbal communication, instagram, and previous studies.

3. Chapter three presents a research methodology that consists of research

method and design, site and research participants, data collection

technique and instruments, data analysis technique, and research

procedures.

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 CHAPTER II

LITERATURE REVIEW

2.1. Concept of Nonverbal Communication

The communicative behaviors of human beings can be divided into two

types: verbal communication and nonverbal communication (Pan, 2014:

2627). When it comes to the nonverbal communication, it has a rich history to

some extent. Drucker & Maciariello (2009: 53) also quoted that the most

important thing in communication is hearing what is not said. This quote

demonstrates the importance of nonverbal communication. It is often said that

our body language and facial expressions can genuinely reveal what we think

and feel, regardless of what we say.

However nonverbal communication is one academic research that has rich

content to be learned and mastered. Therefore the researcher interested to

choose nonverbal as a main topic of this research. The correlation to this

research is the researcher will do an analysis of nonverbal communication that

will be used by students of SMA N 1 Cilegon class X IPS 1 in their Instagram

post and will be stated through some instruments such as observation,

interview, and questionnaire.

2.1.1 Nonverbal Communication

According to Mandal (2014: 418), he stated that nonverbal

behavior includes all communicative acts except speech. Nonverbal

communication is a channel of communication that is based on

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unspoken signals which has several channels to convey, such as facial

expression, body language, posture and gesture, and other nonverbal

cues (Anh, 2017: 9). In fact, “some researchers maintain that face-to-

face communication up to 93 percent of an oral message is

communicated nonverbally and that the nonverbal elements are a much

better indicator of the true meaning than the actual words are” (Varner,

2005: 176). Thus, non-verbal signals are crucial to understand in face-

to-face interactions, in order to interpret what is really meant and

hiding below the surface.

Nonverbal communication is another form of communication

which is wordless but not meaningless. It is supported by Latha (2014:

259). He states that nonverbal communication is a medium for

communication that entails using cues via body language to convey

message content. Facial expressions, body gestures, and voice

intonation are forms of non-verbal communication. Another statement

comes from Navarro (2008: 38) that nonverbal behaviours (e.g. a

gesture or eye contact) are sometimes referred to as tells because they

tell us about a person’s true state of mind. Therefore, the performance

which support with nonverbal cues will be clear and better since those

experts claimed about the use of nonverbal.

Lesikar and Flatley (2005: 92) stated, “The face and eyes are by far

the most important features of body language. We look to the face and

eyes to determine much of the meaning behind body language and

nonverbal communication. For example, happiness, surprise, fear, and

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sadness usually are accompanied by definite facial expressions and eye

patterns. You should be aware of these aspects of body language as

you speak and listen to others. Gestures are another way we sent non

word messages through our body parts. Gestures are physical

movements of our arms, legs, hands, torsos and heads. Through the

movement of each of these body parts, we can accent and reinforce our

verbal messages. And we can observe how others punctuate their

verbal effects with gestures. For example, observe the hand

movements of another person while he or she is talking. As you

observe gestures, you will get a good picture of the internal emotional

state of the person. Moreover, speaking and gestures appear to be

linked. In general, the louder someone speaks, the more emphatic

gesture used, and vice versa.” So, the researcher interests and curious

about the result that is why the researcher formulated the first question

to identify the types of nonverbal communication which the most used

by students.

Jain and Choudhary (2011: 26) suggested that nonverbal

communication though potentially one of the strongest modes of

communication can act as a barrier to convey the intended message.

Finally, the researcher conclude based on Miller (2005: 64), he

provides a rather simplistic view of nonverbal communication as

communication without words. The types of nonverbal communication

will be explained deeper in the next below. So, the researcher will do

observation regarded to those theories above about the use of

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 communication without words called nonverbal communication to

reveal whether nonverbal communication used by students of SMA N

1 Cilegon going well or not especially in kinesics elements which

stated by Burgoon (2009: 9) consist of four types, facial expressions,

gestures, postures, and eye movement.

2.1.2 Types of Nonverbal Communication

There were four types of non-verbal communication in kinesics

elements as Burgoon (2009: 9) identifies. As follows:

1) Facial expressions

Facial expressions convey a lot about what a person is

thinking about, it tells us a particular meaning. Within the area

include all those facial expressions that are involved parts of the

face and mouth, nose, cheeks, chin, eyes, eyelids, eyebrows or

forehead (Gordillo, 2011: 333). Facial expressions includes

smiling, showing anger, and many other facial expressions which

describe feelings and words. It concluded that the face reveals

much of our emotional disposition, and there are social messages

involved in suppressing or expressing those emotions.

When people begin to experience an emotion, their facial

muscles are triggered. In related with this the researcher got some

theories such as, by Gukas et al., (2010: 55) stated that a relaxed or

smiling facial expressions is an indication of student satisfaction

with their current environment. Meanwhile the involuntary reflex

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 of yawning is an indication of boredom or fatigue (Miller, 2005:

63).

From various research on physiology and human body’s

anatomy, facial expressions are found to be involuntary and

spontaneous, thus they can show genuine emotions. Price (2003:

74) indicated that “holding a slight smile, nodding occasionally,

raising eyebrows to show interest and maintaining good eye

contact” makes persons appear more emotionally stable. However,

facial expressions means the emotional state that people uses to

express their feeling. For this type the researcher will try to focus

with the face and the expression based on what the students will

express.

2) Gesture

According to Tabensky (2002: 24), gestures are movements

of the body, especially the hands or arms that express an idea or

emotion. In addition Kirkegaard (2010: 44) stated that gestures are

something that can accompany the verbal message and strengthen

it, but can also be used, when expressing emotions and feelings.

Lunenburg (2010: 1) claimed that people tend to gesture more

when they are enthusiastic, excited, and energized. So, gestures are

powerful tools of communication because there is something

should be moved.

When in conversation we rephrase others’ words, we may

find that we are also ‘rephrasing’ their gestures (Tabensky, 2002:

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 25). It can be founded easily, for example when speakers open

their speech they usually make their hands close while their

introducing and greeting. Another example is when the speakers

nodding their head as the indication of agreement. It is supported

by Barber (1964: 80) (stated, “When a man nods his head to

indicate assent (or, in some cultures, refusal), the gesture is

arbitrary and therefore symbolic. Weeping is a sign of sorrow, and

blushing is a sign of shame”.

Actually there are so many other gestures which used to

convey message such as pointing, thumbs up, extending palm

upfront to the face, etc. It can be concluded that hand have a more

power to support us while we want to say something. So, the more

students use gestures type, it will be showed the more powerful

they are. To make it simple the researcher says that gesture is a

movement from the part of the body.

3) Posture

Posture relates to body movements and to height. Height, or

tallness, still carries powerful messages of dominance. There is

some evidence of height being positively correlated with success in

leadership positions (Knapp & Hall 2010: 182). To lower the body

towards someone else — as in a shallow or deep bow — is a

universal sign of respect and sometimes even defeat. Aggression

can be shown by a rigid body, with shoulders raised, both signals

of readiness for physical combat. Defeat or depression are

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 indicated by a slumped posture, representing both humility, and

retreat to the helplessness (Eunson, 2012: 129).

According to Lunenberg (2010: 2) one of posture cues is

standing erect which generally interpreted as an indicator of self-

confidence, while slouching conveys the opposite. It means that

posture is another widely used cue as to a person’s attitude.

4) Eye Movement

Eye movement is a movement of the eye which indicates

something. It might be happened when the speakers trying to

remember or recall their thoughts. Usually the speaker’s eyes tend

to drift upwards, their eyes drift to the left or right. Another fact

about eye movement mostly common happens in school activities,

the students often take their eyes to the clock which mean they get

in bored and hoping to end the learning season as soon as possible.

It is supported by Brown (2000: 263) eyes can signal interest,

boredom, empathy, hostility, attraction, understanding,

misunderstanding, and other message. Kroehnert (2006: 156) also

highlighted that looking down and rubbing an eye can indicate a lie

or uncertainty.

As mentioned earlier and explained deeper above, so it is

clear that nonverbal communication in kinesics elements divided

into four types (facial expression, gesture, posture, eye movement)

which each types has an important role and its meaning. Thus the

researcher will apply several instruments to reveal it. The

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 researcher will do an observational checklist to analyze the

frequency of the nonverbal types used by students which are facial

expression, posture, gesture and eye movements. Through

questionnaire and interview the researcher also will find out

whether the nonverbal types used by students helpful or not.

2.1.3 Functions of Nonverbal Communication

Since there is so much importance on how we look and sound

when communicating a message, it is important to understand the

functions of nonverbal communication. Students performance in their

Instagram post is a way that used by them to communicate with the

audience. In order to communicate well, some factors contribute to the

way students perform. One of the factors is non-verbal

communication.

Based on Pearson (2011: 33), non-verbal communication works in

conjunction with the words that is produced in four ways: repeating,

emphasizing, complementing, and substituting.

1) Repeating

Repeating occurs when the same message is sent verbally and

nonverbally. For example, when someone frowns at his or her friend’s

note while he or she asks his or her friend what is written in the note.

2) Emphasizing

Emphasizing is calling an attention to a key part of messages.

When someone put an accent on it, it means that she or he create

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emphasis, making the item stand out by amplifying it. In addition,

emphasizing is the use of nonverbal cues in order to strengthen

someone’s message. For example the speaker shows his/her one finger

to emphasis the statement about number as a position or quantity.

3) Complementing

Complementing is a duplication of the message in two parties. It is

also not substitution of one channel for the other. The verbal and

nonverbal codes add meaning to each other and expand the meaning of

either message alone. Tone of voice, gestures, and body movement can

indicate someone’s feeling which goes beyond his or her verbal

message. It regards to the way the speaker complement anyone or a

thing.

4) Substituting

Substituting occurs when nonverbal communication subtitutes for

verbal communication. Substituting is the replacement of words with

nonverbal communication. There are times when nonverbal

communication is just better. It because sometimes there are things

that are the best left unsaid.

The functions which already mentioned above showed that people

have to pay attention to the use of nonverbal cues in order to avoid

misunderstanding. Trehnolm & Jensen (2008: 119) also noted that

nonverbal actions modify and refine concurrent verbal messages and

help to regulate the flow of interaction. So that, the interaction they

make going smoothly as they expect. On the other words it can say the

17
 function of nonverbal communication will make the students easy to

convey their message. To prove it the researcher will ask them by in-

depth interview later. The researcher will analyze those function such

as when students repeating their message, emphasizing words in order

to get attention, complementing as the beginning of their performance,

and substituting verbal communication into nonverbal because its

reason that will be performed by the students of SMA NEGERI 1

Cilegon class X IPS 1 at their Instagram post.

2.2 Instagram

Instagram was launched in October 2010 and rapidly gained popularity,

with over 100 million active users as of April 2012 and over 300 million as of

December 2014. A recent survey affirmed that Instagram is still the most

popular social media network for teenagers (Mansor & Rahim, 2017: 134).

This is likely because young mobile users are extremely driven to take photos

or pictures using their mobile phones, and share them with others instantly

(Abbott et al., 2013: 57).

Instagram is currently one of the most popular SNSs in the world with

over 300 million active users (Instagram Press, 2015: 66). The focus

instagram is for users to post individual images or videos with a description on

their profil, some 30 million images and videos are posted daily (Instagram

Press, 2015: 205). As Habas and Mia (2013: 118) said that Instagram is a

photo-sharing mobile application that allows users to take pictures, apply

filters to them, and share them on the platform itself. Therefore, Instagram is

an application that used to post-share photos and videos with using filters and

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 writing caption. Every people are able to like someone’s post, either photos or

videos.

On another note, by connecting physical and digital realms, Instagram

enhances online presence and identity, and allows more effective interaction

not only for personal reasons, but also for business purposes (Abbott et al.,

2013: 122). Since it performs like a social media channel where individuals,

companies, vendors and interest groups can easily join in, photos or videos

which are uploaded from any of them can be posted again, thus speeding up

dissemination of information (Chante et al., 2014: 70). In relation to this

research additionally, Instagram has also been found useful in other fields,

such as academia (Salomon, 2013: 412).

Since there are so many research about how powerful Instagram is, it

makes the researcher willingly to use Instagram as a tool in this research. The

researcher will use Instagram as a template where the students able to post

their speaking performance about the topic that they already learned. The

researcher believes that by using Instagram this research will be easier and

interesting.

2.3 Previous Study

There were several studies discussing on the use of nonverbal

communication. The importance of nonverbal communication in the field of

education is made possible with the help of following studies in different

fields of education. The researchers have contributed a lot and conducted

researches on nonverbal communication and its importance in the educational

setup. The previous researches inspire the researcher to do the same research

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about nonverbal communication especially in the teaching and learning

process. There were:

The first study entitled “Non-Verbal Cues Conveyed By Students In

Classroom Context” by Hauroni (2014: 1-9). The researcher’s purpose is to

find out how the teacher responds toward those non-verbal cues in order the

objective of a lesson is achieved. She said that due to various non-verbal

responses, especially from students, it is important for teacher to understand

and interpret meanings of those cues. Understanding the cues is aimed to

check students’ understanding of the material presented by the teacher, to see

whether the students enjoy the process of learning, and whether the objectives

of the lesson are achieved. This study conducted with 15 students under 25 as

its participants. The participants were 10th graders of senior high school in

one of private schools in Bandung. They are selected since the researcher

found them conveying more significant non-verbal cues rather than others.

Finally, the researcher could answer her questions about non-verbal

communications occur in classroom and teaching and learning session. She

also concludes about the importance for all teachers to understand feelings of

his or her students toward the teaching and learning session. She claimed more

or less nonverbal communication influences the achievement of teaching

objectives.

The second study comes from Zekia (2009: 1443-1449) brought into

limelight the students’ perceptions about non-verbal communication in

classroom focusing on eye contact, mimics, and gestures. A total number of

67 students divided into two class management groups were the respondents

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of the study. The students were given an assignment to write a “critical

moment’s reflection” report on any of the incidents that they considered

critical once a week right after their classes for two months.

Documents were used as the instrument for the study. Content analysis

was used to analyze the qualitative data gathered from the reports through

coding, categorizing and labelling the primary patterns/occurring themes in

the data. The study focused on the research question asking, “What do the

students enrolled in the classroom management course report on the meaning

of eye contact, mimics and gestures?”

The findings revealed that non-verbal communication could be an

important source of motivation and concentration for students’ learning as

well as a tool for taking and maintaining attention. It was recommended that

teachers must understand the importance of nonverbal communication and use

this technology in favour of students to create a more motivating, comfortable,

confident environment in class for a better classroom management.

The third study conducted by Barry (2011: 1-14) under the title “Student

Nonverbal Communication in the Classroom”. He used a fairly comprehensive

investigation of the published literature (including texts, journals, and

magazines) through the application of various databases and discussions with

academicians associated with the field of communication as the method of

investigation utilized in this study. He stated that both the instructor and the

student stand to gain from improved classroom communication. Moreover for

an instructor or teacher as the educator should develop a sensitivity to and an

ability to interpret the students nonverbal communication cues which

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generalized relative to culture, gender, type of academic institution, and course

subject. It has been accumulated from a variety of sources and in most cases

adapted specifically to classroom conditions. Basically a whole of the study

Barry tells us about the importance of nonverbal as the part of communication.

He concluded that nonverbal communication is a universal and well defined

form of interaction.

Among those previous studies, relatively few are conducted in the school

area which is inside class. Meanwhile, this research not. Furthermore, the

differences of those studies toward this research also can be seen on the

research subject. This research only involves the students’ activity without

teachers’ action, while those previous studies involves both the teacher and the

students in classroom activity to collect the data. To make it new this current

researcher also combines the research with the use technology which is

Instagram.

For the similarity of these researches which are current research and

previous study is the researchers same discuss about nonverbal

communication which especially happens in the teaching and learning process.

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 CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Method and Design

In this research, the researcher will use qualitative method. The aim of

qualitative is to describe the result of this research. According to Cresswell

(2008: 37) proposed that qualitative research is a means for exploring and

understanding the meaning individuals or groups ascribe to a social or human

problem. Cresswell (2014: 4) also stated that qualitative research involves the

studied use and collection of a variety of empirical materials (case study,

personal experience, introspective, life story, interview, observational,

historical, interactional, and visual texts) that describe routine and problematic

moments and meaning in individuals’ life. Therefore the researcher will use

case study as a research design.

Case study is a design of inquiry found in many fields, especially

evaluations, in which the researcher develops an in-depth analysis of a case,

often a program, event, activity, process, or one or more individuals (Yin,

2012). Obtaining rich and in-depth information is the characteristic of

qualitative method and case study design. So this research will be focused on

the detailed explanation and aimed to present in-depth information related to

the students’ nonverbal communication used by students of SMA N 1 Cilegon

class X IPS 1 in their Instagram post.

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3.2 Site and Research Participant

The site of this research is SMA Negeri 1 Cilegon. The research

participant of this study is IPS1 class in first grade students at second semester

of SMA Negeri 1 Cilegon.

The site and participant are chosen because two reason. The first reason is

because this place is the school where the researcher conducted pre-service

teaching so it gives the researcher more access to conduct the research. The

second reason is the syllabus which belongs to first grade is match toward this

research focuses since there is speaking practice session.

However, only 9 students will be analyzed as the representatives of 30%

population from X-IPS1 based on Hogg and Tanis in their book (Probability

and Statistical Inference, 2014: 32). Thus, the 9 students chosen of the

sampling is purposively in terms of nonverbal communication that they

frequently use which divided into 3 categorize. Those were 3 lowest, 3

average, and 3 highest. It is supported by Cohen, that purposive sampling as

its name suggest, the sample has been chosen for a specific purpose (2007:

112).

3.3 Data Collecting Technique and Instruments

Collecting data is an important thing to answer research questions, in this

research the technique of data collection and instruments which the researcher

will use are:

1. Observation

The researcher will use observation as the technique and observational

checklist as the instrument. The observation will be employed for answering

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the first research question, through the students’ post in Instagram to identify

the types of nonverbal communication which the most used by students. The

post task is about their speaking performance. They are free to choose the

topic regarded to personal recount.

The researcher will give the students about a week to finish their post.

They will be instructed to record a video as their Instagram post for 2-3

minutes duration. The students are not allowed to use any kind of text or other

script materials while record their video.

To collect the data during observation, observational checklist was

developed as an instrument in order to find out the types of non-verbal

communication that mostly used by the students in their speaking

performance. The observational checklist (appendix 1) consist of 4 items

which designed to reveal the types of nonverbal communication. As Burgoon

(2009: 9) said it divided into four types: 1) Facial expressions, 2) Eye

movement, 3) Gesture, 4) Posture.

2. Questionnaire

Questionnaire will be employed to answer the research question number

two. Based on the question proposed in the first chapter, the data needs the

possible causes of the students’ nonverbal communication used in their

Instagram post. Cohen Et. al (2007: 317), stated that questionnaire is widely

use in useful instrument for collecting survey information, providing

structured numerical data, and often being comparatively straight forward to

analyze. For that reason, questionnaire was considered suitable to the reasons

of students’ use nonverbal communication in their Instagram post.

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 The questionnaire will be close-ended questionnaire. To collect the data

from close-ended questionnaire, the researcher distributed the questionnaire

sheet as an instrument which is include ten questions that revealed students’

reason toward the use of non-verbal communication in their speaking practice

as Instagram post. (see appendix 2)

3. Interview

Interview will be employed to triangulate the data and to gain in-depth

answers about the possible causes of the students’ nonverbal communication

used in their Instagram post. The interview will be a semi-structured

interview, which mean some students who categorized as a sample of this

research will be asked more to elaborate their opinion concerning their answer

toward the use of nonverbal communication in students’ speaking

performance. To collect the data from semi-structured interview, voice

recording will be used as a tool. Five questions (appendix 3) will be addressed

to the participants that will be revealed the possible causes of nonverbal

communication which they used frequently.

3.4 Data Analysis Technique

The researcher will find various data in the field and then she will try to

analyze by classifying the data after that she will try to interpret. In the

process of interpretation which incidentally is a conceptual level, the

researcher begins to use theory to elaborate between empirical facts and

theory. Data from various sources is gathered, reviewed, and then analyzed to

form some sort of finding or conclusion. The data in this research will be

obtained some data collection techniques such as observation, questionnaire,

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and interview. This qualitative research takes a smaller sample, and it tends to

choose a purposive rather than a random one.

There were three concurrent flows activity in qualitative data analysis: (1)

data condensation, (2) data display, and (3) conclusion drawing/verification

(Miles, Huberman, & Saldana, 2014) those activities were explained below:

1. Data Condensation

Data condensation refers to the process in which collecting data is

sorted out. As suggested by (Miles, Huberman, & Saldana, 2014) data

condensation refers to the process of selecting, focusing, simplifying,

abstracting, and or transforming the data that appear in full corpus (body)

of written-up field notes, interview transcripts, documents, and other

empirical material. The process of condensing collected data from each

source was elaborated further.

1) Collecting data from observational checklist will sort out which

data is relevant to the study. To do that, the types of nonverbal

communication will be categorized by the researcher appropriate to

the students act during their performance in their Instagram post.

Then, it will be calculated using the following formula to

categorize from the precentage from each types of non-verbal

communication, as follow:

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 2) Collecting data from the questionnaire will be simplified by sorting

out which data is relevant to the study.

3) Collecting data from the interview will be transcribed. The

transcribed data will be simplified by sorting out which data is

relevant to the study.

2. Data Display

After the researcher has done data condensation process she will

continue to data display. According to (Miles, Huberman, & Saldana,

2014) that display should be designed to assemble organized information

into an immediately accessible, compact form so that the researcher could

see what is happening and either draw justified conclusion or move on the

next step analysis that the display suggest may be useful.

In this step, the result from previous analytic activities was reported.

The result of the observational checklist will be reported in form of score

totals and frequency counts expressed in percentages. From the

percentage, the researcher will find the nonverbal communication that

mostly used by the students. As with the questionnaire and interview, the

data will be displayed as transcription.

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 3. Conclusion Drawing or Verification

The last step will be conclusion drawing or verification. In conclusion

drawing, interpretation will be made from the presented data. In line with

(Miles, Huberman, & Saldana, 2014) stated that the qualitative analyst

interprets what things means by noting patterns, explanations, causal flows

and propositions. In this step, the types of nonverbal communication and

its reason will be interpreted and explained.

3.5 Trustworthiness of the Study

According to Heigham and Croker (2009: 260) credibility is involve in

establishing that the results of the research are believable. Due to, the data

is validate in the process call triangulation. Heigham and Croker (2009:

264) state trustworthiness as a set of standards that demonstrates that a

research study has been conducted competently and ethically.

For this research several techniques employ to find out the types of

nonverbal communication and its’ reason toward the use of it by students

of SMA N 1 Cilegon class X IPS 1. The types of nonverbal

communication identify by using observational checklist along with

critical friend or a ‘peer debrifier’ for cross checking. In using a critical

friend, Heigham and Crocker (2009: 269) state the researcher should

serves a person who serves as an intellectual watchdog for the researcher

as she modifies design decisions, develop possible analytical categories,

and build an explanation for the phenomenon of interest. Therefore the

researcher asks the English teacher of SMA N 1 Cilegon class X IPS 1 to

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 help the researcher do a cross checking about the frequency of nonverbal

communication used by students.

3.6 Research Procedure

There are several steps that the researcher will do while she conducts her

research, as follows:

1. The first step, the researcher will identify problems and formulate the

research questions as main step to make an outline. For this step will be

done by reading previous researchers and existing theories which relate to

nonverbal communication. The key to finish this step is the researcher

need to learn more and read deeper about nonverbal communication.

2. The second step will be developed the outline to become a research

proposal. The proposal will consist of introduction of the study, existing

theories, previous researches, and the methodology of the study.

3. The third is asking permission through a permission letter and ask directly

to the school which selected as the place to conduct a research.

4. The fourth step is after the researcher gets the permission, the researcher

will collect the data. Select participants complete with apply all

instruments are included to collecting the data procedure in order to

answer the research questions which has been made at the first procedure.

5. The last step will be analyzed all raw data that has been collected through

qualitative data analysis (data condensation, data display, and drawing plus

verifying conclusion).

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