This research involved seven pre-service teachers currently undergoing teaching practice at secondary schools and vocational schools in Surakarta. The objective of this study was to investigate: 1) Pre-service teachers' perceptions of the use of self-assessment in enhancing their speaking skills. 2) The outcomes of implementing self-assessment on the teaching skills and speaking skills of pre-service teachers. Data collection techniques included questionnaires and semi-structured interviews. Data analysis processes encompassed thorough data examination, coding, categorization of extracted data, and identification of major themes. The findings of this study revealed that: 1) There was a positive perception of the use of self-assessment due to: a) pre-service teachers having a strong understanding of the self-assessment concept and recognizing its positive impact on their teaching abilities and speaking skills, b) external support facilitating the implementation of self-assessment, c) the self-assessment process providing a satisfactory experience for them. 2) On the other hand, negative perceptions emerged because a) some pre-service teachers did not fully comprehend the self-assessment concept and did not perceive significant changes in their skills after using it, b) the lack of support in self-assessment implementation acted as a barrier, c) some pre-service teachers did not find the self-assessment process satisfying. Therefore, based on these findings, self-assessment is proposed as an effective method for enhancing the teaching and speaking skills of pre-service teachers
