Improving English Speaking Skill Through Video Call Conversation

Information and communication technology (ICT) has developed so rapidly and become an inseparable aspect of human life. The development of information and communication technology (ICT) has been used by many people to facilitate and help human activities, including in the educational aspect. Nowadays, many teachers and educators use technology to help them to deliver and to transfer teaching materials to students. One of the most frequently used technologies today is video call (VC) which is a means of communication where a person can communicate directly by looking at the other person. Therefore, this study aims to see the improvement of students' speaking skills in English when using video call conversation (VCC) as one of the learning media. The method used in this research is mix method. The research data was obtained by giving speaking test and questionnaires to 35 students who took English classes, then interviews about the use of video call conversations were conducted with 15 selected students. The results shows that students experienced increased confidence when speaking English by using video call conversation (VCC) when compared to not using video call conversation (VCC). Then, students feel more interested and comfortable speaking in English when using video call conversations (VCC).


INTRODUCTION
The development and advancement of communication and information technology has become the most frequently discussed topic recently. Moreover, with the COVID-19 pandemic, which has led to the emergence of many technological applications that greatly assist human activities (Prayudha, 2021). The development of communication and information technology is one sign of progress in this era. This progress can have a positive or negative impact depending on the user of the technology. In the world of education, the use of communication and information technology has become an inseparable part of the process of teaching and learning activities (Meida, Iskandar & Arika, 2021). The existence of these advances is often used by educators to assist them in providing interesting teaching to students. Educators who use this technology must be someone who is able to operate and master the technology in order to advance and improve the process of teaching and learning activities. The importance of mastering the use of communication and information technology for teachers is the key to creating good teaching and learning activities.
In education, the use of various kinds of learning technology has become something that must be developed in order to keep up with the times. Especially in the current era, both children or adults are familiar with various communication and information technologies in everyday life, so that the use of communication and information technology in human activities cannot be avoided (Prayudha & Azis, 2021). In the implementation in the classroom the teacher sometimes uses various kinds of learning technologies, including when learning English. By using the help of interesting learning technology can make it easier to convey learning material to students. However, in reality there are still many students who have difficulty understanding English material, especially in speaking English skills. This is evidenced by the low interest of students when speaking in English or sometimes students experience insecurity if they are required to speak in English. Though speaking skill is a very important skill in English. Moreover, communicating using English is not only for use in class, but even more so that everyone will definitely meet English in their daily lives. So learning English is the main key to being able to connect with people globally.
In this study, the use of information and communication technology assistance became the object of study used to improve students' English speaking skills in the classroom. Prayudha, J (2021) in his research explains that the teacher has a very important role as a driver of student activity in the classroom. It means that the teacher has a very important role in determining student progress in the teaching and learning process. Where a teacher has the ability to use various strategies and methods to help students improve their English speaking skills. The use of easy and precise communication technology can be used as a way to overcome these problems. There are many types of communication and information technology that teachers can use to help students improve their speaking skills in English. One of these technologies is to use video calls. Video call is a communication technology where a person can view images (video) as well as sound (audio) simultaneously from far or different distances. This technology can be used anywhere and anytime depending on the situation of the user in communicating (Bagata, 2020). Although this technology is intended for communication, in this study video call technology is used as a way to improve students' English speaking skills. Therefore, this study aims to determine the improvement of students' speaking skills by utilizing video call communication technology in learning English.

METHOD
The research method used in this study is to use a mixed method. This method was chosen due to knowing the combination of quantitative and qualitative approaches which will result in a better understanding of the research problem when compared to using only one approach. The study was conducted at the senior high school (SMA) 02 Lebong for three months. Quantitative data was obtained through giving a speaking test to 35 students using a video call application, namely using the Whatsapp application and giving questionnaires related to the use of the technology. Meanwhile, qualitative data were obtained through interviews with 15 students who were randomly selected. Qualitative data was described in a narrative manner regarding students' opinions or opinions regarding the use of video call technology in improving students' English speaking skills. Quantitative data was analyzed with descriptive statistics where data in the form of numbers will be described as it is or in other words briefly explain the sample of existing numerical data.

FINDINGS AND DISCUSSION
The application of learning English using video call or video telephone technology has been implemented for three months. The implementation is carried out by giving practice conversation tests using English via video telephone technology once a month for three months. So that there are three English conversation tests using video call that have been carried out. This conversation is almost done entirely by using video call speaking lessons. After almost three months of practicing conversational speaking using a video call, the students' average scores are as follows: The table above describes the values of the practice or tests carried out during the three months of video call learning. Students are required to be able and willing to use their cellphones to carry out conversational English learning using their video telephone technology. English conversations can be carried out between students and students or students with teachers during English class. In the first month, the test is carried out by asking questions and simple conversations such as introducing yourself, family members, hobbies and aspirations. A total of 35 students explained their answers as best they could with a duration of three minutes per one student. The result is the average score obtained from all students is 77. This score is a fairly good initial score in the first conversation using video telephone communication technology. Dennis (2021) explains that in the basic of learning giving the very basic material is something good treat to promote a god learning. It means in the first meeting of learning a teacher should use very easy materials to support students enjoy the learning process.
Furthermore, in the second test which was held at the end of the second month of implementation, students were given questions to be asked to explain or describe various things such as, location, place, famous figure, home address, and so on. In this second test some students were able to explain what was asked by their teacher well. Confidence, diverse vocabulary selection and intonation of word pronunciation have started to improve when compared to the previous test. The students had practiced very well before the second test was carried out so that the average score on this second test was 80. This is a good score in terms of improving students' speaking skills using video-call communication technology.
In the third test, which was held in the last third month, students were asked to give their opinion or perception about various issues that were happening in the surrounding environment. The questions given were about environmental, hygiene, school, and economic issues that were currently happening. At this stage of the test students are given a grid and knowledge of the theme to be discussed so that students have time to practice conversation before the test is carried out. Wijayanti & Yohanes (2021) adds the task that ask about opinion will make students try the best to find answer by using their thought and idea. There is good preparation so that in the implementation of the test students are able to provide opinions according to the specified theme. The self-confidence, courage, clarity of intonation and pronunciation have started to improve when compared to the previous test. So that in the third test the average score obtained is 85. As a result, from the first, second and third tests, it can be seen that the monthly average score of students has increased due to good learning and preparation before the test is carried out using video call communication technology. Finally, from all the tests that have been carried out, it can be summed up that the average score of all students is 80.6. This score is the final score obtained from all the tests that have been carried out in schools during learning by using telephone video communication technology to improve students' speaking skills using English. Furthermore, the provision of questionnaires to 35 students was carried out at the end of the third month of learning by giving a sheet of paper consisting of ten questions in the form of yes or no answers. This questionnaire asked students to provide their answers regarding the use of video call technology in improving English speaking skills. The results of the questionnaire can be seen in table 2: The table above illustrates the results of the questionnaire questions that have been answered by the students related to the use of video call to improve students' speaking skills. The students have given answers according to what they experienced when using the call while learning English. The first question regarding the use of video call communication technology is explained as follows. The first question relates to the students' habit of using video call technology. As many as 35 students or 100% of students have been accustomed to using video call technology as a means of communicating in their daily lives. Mandatar (2017) tells that the use of smartphones has become an inseparable part in today's era of life. The existence of technological advances can facilitate various kinds of activities of human life, one of which is in the field of communication. Both parents and young people are used to and have gadgets in their lives. Moreover, WhatsApp social media is one of the most widely used communication applications at this time. So using video call technology has become a necessity in daily communication. This is what causes that school children are now accustomed to using their smartphones, especially using video call technology.
The second question is about the obstacles or difficulties that students face when using video call. A total of 35 students or 100% of students did not experience difficulties or obstacles in using video call technology in communicating. Various applications such as WhatsApp are designed as easy as possible so that users can use the application. Otchie & Pedaste (2020) explains some technologies made so simple to make sure the users easy to operate it. The absence of difficult procedures in using a video call is an convenience that can be done by anyone. Video call technology is also made as simple as possible in order to make it easier for users to use it. Therefore, all students in this study stated that they were used to using video call so that they did not experience any obstacles in using them. The third question relates to the convenience of students communicating in English using video call. A total of 33 students or 94.2% of students feel comfortable when using video call to communicate in English. Students feel that the application of communication using video call can make them more flexible in communicating in English (Syaifullah, Andriani & Abbas, 2022). In addition, students also feel more relaxed because there are no distractions that come from friends or people around them when they speak English using video call technology.
The fourth question relates to students' self-confidence when communicating in English using video call technology. As many as 30 students or around 85.7% of students feel confident when communicating using English using video call technology. This is because the conversations carried out by video call are so complex because there are only teachers and students who face each other in communicating. Dewi (2021) enjoy learning will make students feel confidence to express their idea. This gives a relaxed yet serious impression so students can feel confident without any distractions from their classmates. Next, the fifth question relates to the fear of speaking in English when using video call technology. As many as 3 students or 8.57% of students said that they were afraid to speak in English when using a video call. This can happen because students feel that talking faceto-face with the teacher is scary or even stressful. However, there are about 32 students or about 91.4% of students said that they are not afraid to speak English when using video call technology with their teacher. Then the sixth question relates to improving speaking skills in English by using video call technology. As many as 35 students or around 100% of students said that they actually experienced an increase in speaking in English by using video call technology. This is also supported by the atmosphere of a face-to-face conversation so that it gives the impression as if the conversation is carried out like a real conversation between two people. Students feel that the conversation is like a friend talking so they don't feel worried or afraid if they have the English conversation. Students also do exercises beforehand based on the material that has been taught so that when they have video cal conversations they already have a good stock of English.
Next, the seventh question relates to good or positive feedback or answers when communicating using video call. A total of 35 students or about 100% of students said that they got a good response from the teacher when communicating using English via video call. Students and teachers carry out video call conversations in order to form a comfortable conversational atmosphere like conversations in general. The teacher makes the atmosphere of the conversation so as not to seem so serious so that students can express their ideas in answering and explaining the conversation being discussed. Kukulska & Shield (2008) supports that a teacher should give a positive feedback to respect students answer. The eighth question relates to a sense of enthusiasm for communicating and practicing English speaking skills. As many as 30 students or around 85.7% felt excited to have English conversations using video call. Students feel that conversations using video call technology can make them accustomed to practicing better before having the conversation. In addition, students thought that communication through video call was not as tense when compared to direct conversations with the teacher. In addition, there are about 5 students or about 15.2% of students who do not feel enthusiastic when communicating in English using video call technology. The most common reason is because they do not feel the atmosphere directly while having an English conversation. Arismayang (2016) suggest that teacher have to change their strategy to enggage the students get tunderstand the material delivered. The existence of a direct barrier to English conversation is difficult to provide a real atmosphere of conversation. Thus that students feel more comfortable speaking using video call technology so that students feel excited to carry out two-way communication using English through video call technology.
Then, the ninth question, which is related to the habit of using video call is better than not using video call technology to improve students' speaking skills. A total of 32 students or about 91.4% of students feel more interested and comfortable when having English conversations using video call technology than not using it. This is because the use of video call technology is easy and students can think in advance because they feel not tense or afraid if they directly have a conversation with the teacher. Students seem to have conversations with their peers so that the choice of words issued by students is well prepared, when compared to direct conversations without using video call technology. Al Arif (2019) teacher and student must mastering the technology to support a good learning process so that both teacher and students will mastering the class and knowledge. However, there were about 3 students or about 8.57% of students who stated that using video call technology was no better than having a face-to-face conversation with the teacher. They have the opinion that the different atmosphere or conditions when having conversations using video calls are not so real when compared to having direct conversations with their teachers. The tenth question relates to the students' feeling of stress when using video call technology while having English conversations using video call technology. As many as 35 students or about 100% of students said that they did not experience stress when communicating using English using video call technology. This is because the use of video call technology has been used for a long time so they are used to it. In addition, speaking in English is not a scary thing so that the students are not so stressed or afraid if there is communication using English using video call technology with their English teacher. In other words, that the use of video call technology has become something they often do in their daily lives. Furthermore, the results of interviews related to the use of video call technology in improving students' English speaking skills can be seen in table 3 below: The difficulties faced when speaking English when using a video call are the repetition of sentences due to internet connection problems, the atmosphere of the conversation is not intense because it is not done face to face even though it is done live, thereby reducing the impression of being serious. What advantages do you feel when you use a video call to communicate by using English?
There are many. First, there is preparation to think before answering a question or explaining something. Second, the atmosphere is not tense. Third, the conversation is more flexible. Fourth, it is more meaningful or expresses more words in English. Fifth, two-way conversation so that it gives the impression of talking to a friend. Are your English skills better when using video call in English conversations? Pretty good. Because before having a conversation there has been material delivered on the topic discussed, so the use of the language can be adjusted. In your opinion, has the use of video call really helped you to improve your English speaking skills? Very helpful, especially to relieve fear or worry when speaking in front of a class or face to face with a teacher or friend.
Interviews conducted with selected students emphasized the use of video call technology in learning English. It can be seen that students are used to using this technology in their daily lives so that there are no problems or difficulties in running and using the application. In addition, the absence of significant difficulties when conducting English conversations using video call technology proves that this technology can actually help students to improve their English speaking skills well. This is a positive way in which teachers can use information and communication technology to help students improve their English language skills. Then, there are several advantages conveyed by students when using video call technology in improving their English skills including the time to think before answering or explaining the questions given by their teacher, by applying this learning it provides a different learning atmosphere where the teacher does not need to to come to class, but the teacher only conducts conversations using video call media such as whatsapp so that students do not feel so tense when having conversations in English. Furthermore, an increase in students' English skills is evidenced by a good understanding and delivery of material due to good preparation before carrying out English conversations. Finally, the use of video call technology can help students to practice their English speaking skills, because this technology is easy to use and can be used anywhere and anytime, especially to improve students' English conversation skills. Therefore, the use of video call technology is a good choice to help students improve their speaking skills in English.

CONCLUSION
The development and advancement of communication and information technology has been used by many teachers to assist them in delivering learning materials to students. The development of communication and information technology is one proof of the progress of the times that are positive. In this study, the use of video call technology has become an alternative that can be used by teachers to improve students' English skills. Students experience confidence in communicating with teachers in English when using video call technology, besides that students also feel more daring to speak in English when conducting questions and answers using video call technology. Students also dare to express sentences in English according to their abilities. The use of video call can also provide a new learning environment for students so that the application of this technology can encourage the improvement of students' speaking skills in English. Although there are some students who still have difficulty communicating using English, they feel positive learning when communicating using video call technology in English.