EFL Students’ Challenges in Learning Speaking Skills: A Case Study in Mechanical Engineering

teaching media, teaching method, curriculum, and second language acquisition. Abstract For particular reasons, English speaking mastery might be important due to its position as one of the most highly used languages. This research aimed to answer the research questions, namely challenges faced by the students in learning speaking skills and strategies implemented by the students to overcome the challenges. Using a case study as the research design, the study involved three participants, who were two Mechanical Engineering Department students and one English teacher in the same department. The data were obtained from interviews and students’ speaking grades from classroom presentations. The result showed four challenges, such as lack of vocabulary, nervousness, unsupportive environment, and lack of grammar knowledge. Besides, there were five strategies, such as code-switching, seeing the audiences as the statues, using google translate machines, making a personal approach to the English teacher, and encouraging self.


Introduction
English is the most used language by people all over the world. English is also a unifying language when two or more people with different backgrounds meet in a conversation. Harmer (2007) stated that the role of English as lingua franca makes English widely used by many people.
Moreover, Abrar et al. (2018) stated that foreign learners had spoken English all over the world. Thus, English will help people to have a conversation and to avoid misunderstanding in giving information.
English in Indonesia is a foreign language where English is not the main language, but the students still can learn it, and most schools oblige students to learn it.
English as a Foreign Language (EFL) students still faced some challenges, either spoken or written in learning English. As mentioned by Abdulrahman (2013), every student has challenges in learning English. Jin (2014) added that English helps enhance students' capabilities, especially in students' proficiency.
Language skills, the way how the students use the language, becomes the focus of learning English. There are two types, such as receptive skills and productive skills. Masduqi (2016) explained about receptive skills and productive skills as follows. Receptive skills, listening, and reading skills, is the condition where the students receive the information from the teacher. Meanwhile, productive skills, speaking, and writing skills is the condition where the students produce the language.
Speaking is the main skill compared to other skills, such as writing, reading, and listening. Speaking is the main of the language because it shows people's language measurement (Shteiwi & Hamuda, 2016).
Besides, speaking is important for the students to master because it can make the students can communicate easily (Nazara, (2018), the common challenges of speaking faced by the students are mother tongue and linguistic, for example, vocabulary.
Similarly, this research only discussed the strategies to overcome the challenges from teacher perspectives. However, none of the previous studies studied both challenges and strategies from students' perspectives.

Type of Language Skills
There are two types of language skills, such as receptive skills and productive skills. Masduqi (2016) stated that receptive skills are the situation when the students receive information from the teacher. There are two skills included in receptive skills, such as listening and reading skills.
Meanwhile, Masduqi (2016) also stated that productive skills are the skills when the students produce the language.
There are two skills in productive skills, such as speaking and writing skills.

Speaking Skills
Speaking skills are one out of four skills in language skills. Speaking is the situation when people express their minds into a language. Febriyanti (2011) stated that speaking is the condition when people transfer their ideas into verbal and nonverbal communication. Nowadays, the students need to master speaking skills in English language learning because, by speaking, they will know someone's language measurement (Nazara, 2011).
Further, Nazara (2011) also stated that speaking mastery is important due to the position of English as the universal language.

Students
In the environment, speaking is a tool for communication, and people will see students' proficiency in speaking in English (Ihsan, Muslem & Aziz, 2018

Students
The problem faced by EFL students is that they understand what other people talk about, but they have less confidence when speaking in English. In this case, speaking is not merely about the way how people communicate but also how they try to share the information (Abrar et al., 2018).
There are some strategies used by EFL students' in overcoming challenges such as self-assessments, metacognitive strategies, cognitive strategies, social strategies, interpersonal strategies, and communicative-experiential strategies.
Self-assessment. In this strategy, the teacher asks the students to do selfassessments. The students state their strengths and weaknesses in speaking in English. Mahdi (2015) stated that this strategy could have a good impact on the teacher because they could know the capabilities of every student. Similarly, the teacher will know the capabilities through the questionnaire the teacher distributed.
Additionally, the students can write their strength and their weaknesses in speaking in English (Mahdi, 2015).
Metacognitive strategies. The students implement this strategy during the learning process. The students applied several ways, such as setting the purpose of speaking in English, self-monitor, and evaluation for their academic achievement and set the material to be discussed (Heryanti & Hazairin, 2017). Similarly, the total participants in their research were 6 participants. 6 participants chose to set the purpose of speaking in English. Two participants chose self-monitor and selfevaluation also, 4 participants chose to set the discussed material (Heryanti & Hazairin, 2017). Thus, it can help the students to enhance their speaking performance in the classroom.
Cognitive strategies. In this strategy, 5 students chose to translate, and 6 students chose repetition, also guessing the meaning of vocabulary as their strategies to overcome the problem (Heryanti & Hazairin, 2017).
Additionally, Heryanti and Hazairin (2017) also stated that students chose to guess the meaning, and 5 students make some clues of vocabularies as their strategies to overcome the problem. By doing those strategies, the Journal of Foreign Language Teaching and Learning VOLUME 5, NO. 1, 2020 students believe they can enhance their speaking performance later on.

Social strategies. This strategy aims
to make the students an active learner in learning speaking skills. The students applied several ways in this strategy, such as 6 students chose cooperation ways, 4 students questioned for clarification, and 2 students chose self-talk (Heryanti & Hazairin, 2017). Additionally, the students use questioning for clarification and self-talk in order to prepare themselves in some instances, such as speaking in public, speech, or presentation (Heryanti & Hazairin, 2017).
Interpersonal strategies. In this strategy, the students need to rehearse for their speaking performance in the classroom. Heryanti and Hazairin (2017) stated several ways in this strategy, such as 6 students ask the other people to give some suggestions, 5 students chose to practice and rehearsal also 6 students try to speak up with other people. Furthermore, students can overcome their challenges in speaking in English.
Communicative-experiential strategies. In this strategy, 6 students can make an effective sentence by finding the synonym. The students need support from the teacher to overcome their challenges in speaking in English (Heryanti & Hazairin, 2017). Additionally, 4 students will easy to speak up by guessing teachers' body language (Heryanti & Hazairin, 2017).

Previous Studies
The first study was conducted by Abrar et al. (2018), which aimed to Journal of Foreign Language Teaching and Learning VOLUME 5, NO. 1, 2020

Research Design
The researcher used a qualitative data approach as the research design to collect the data. The qualitative data approach explored information from participants, and the result was in the form of words (Creswell, 2012). The researcher decided to use qualitative because she wanted to get in-depth data based on the phenomenon.
To deepen the data, the researcher used a case study to get the exact data about the phenomenon based on real-life context.
Yin revealed that in order to investigate the phenomenon, a case study was used (as cited in Merriam, 1998 speaking grades in order to gather the data. In the case study, there was no limitation in collecting the data (Creswell, 2012).
The interview was for the English teacher and the students. The English teacher confirmed students' speaking performance in the classroom. Besides, the researcher searched for information about the speaking class atmosphere in an interview with the experienced students.
Other than that, the researcher also asked the time of the speaking class to achieve specific information.

Research Setting
Mechanical Engineering Department, specifically at one of Private University in Yogyakarta, was the setting of this research. Therefore, the data more specific and comprehensive.

Data Analysis
There were several ways to analyze data, such as transcribing, member checking, coding, and content analysis.
Transcribing. It is the process of changing the data from oral into a written language (Cohen et al., 2011). In this step, the name had been changed into pseudonym names by the researcher in order to keep the privacy.  (Alharbi, 2015).
Lack of grammar knowledge. The fourth challenge faced by the students was lack of grammar knowledge. Grammar was a common problem when the students wanted to speak using English. The students tend to see the use of grammar first before they speak. Elsa also felt the same way before she spoke in front of the classroom. She tended to see her grammar before she spoke, and it had affected her ability when she had to do a presentation and writing.
Moreover, her English teacher did not follow up on her grammar, both speaking and writing. Further, grammar was a big concern when the students speaking in English because they were fearful of a mistake they would make during speaking (Abrar et al., 2018). Similarly, the students still enhanced themselves to speak using English. Elsa believed that she could one step ahead in front of her friends. Additionally, selftalk, as one of the learning strategies were used by the students to prepare themselves in the classroom (Heryanti & Hazairin, 2017).

Strategies implemented by EFL
Based on the result of this study, several aspects affect students' performance in the classroom. There were students' English background and students' grades.
Further, the students who had high grades could not guarantee that she/he did not have any challenges in learning English, especially speaking. Additionally, it needed guidance from the teacher to support students' performance.

Conclusion and Implications
Speaking is the most difficult skill because the students need to share their ideas in oral so that it needs much practice.
Journal of Foreign Language Teaching and Learning VOLUME 5, NO. 1, 2020 The teacher can use visuals to make the learning atmosphere interactive.
Additionally, the teacher can give oral feedback to students' speaking performance.
The implementation of English in Indonesia was English as a foreign language where the students still learn it, but it was not as a main language. One of the EFL students, performance directly in the classroom.
Further, the future researcher also can broaden the limitation of the study in order to get various data.