Studies indicated that EFL students were often struggling in speaking due to
their fear of making mistakes. This becomes a problem as speaking is an
essential skill needed to be able to communicate in the target language and
become successful learners. In line with it, as mentioned on Graduate Profiles
and Learning Outcomes according to the Association of English Education
Study Programs (APSPBI), EFL Pre-service teachers have at least a post-
intermediate level of English to enable them to communicate in a fluent,
accurate, effective, and acceptable manner (p. 4). According to Djahimo
(2018) also suggests that speaking competence is important for EFL students
as they need to be able to communicate their ideas orally effectively to be
considered as successful learners. To improve speaking skills, learners need
to use various ways to promote their speaking performances. Self-assessment
is one of the alternative ways to evaluate students? speaking talent in English.
Through this evaluation, students are allowed to discover, know, and develop
their speaking skills. The purpose of this research was to find out how far the
Self-assessment learning method promotes EFL students? speaking skills.
This qualitative case study investigated how self-assessment promotes
speaking skills among six EFL students (semesters 6 and 8) at a Bogor
university, Indonesia. The participants are the members of a research team or
the English Students Association and have completed a British Council test.
Data from documentation and semi-structured interviews revealed that self-
assessment positively impacted speaking performance. By engaging in steps
like data collection and analysis, participants improved self-awareness,
identified strengths and weaknesses, and enhanced their speaking
performances.

Keywords: EFL Students, Self-assessment, Speaking performances