An English teacher should meet the standard English skills requirement
since proficiency constitutes the foundation of non-native English
teachers' professional confidence. This research aims to measure the
pre-service teachers‟ reading skills by using CEFR level and
investigating pre-service awareness regarding their reading skills as
their preparation as future English teachers. The study involved 40
(forty) students from the English program in a private University in
Yogyakarta, and to collect data from the students was used the
Descriptive Mixed method. The researcher used the questionnaire for
the students' self-assessment, and secondly: the EF SET test assessed
their reading skill level. The result of the questionnaire obtained shows
20% of students are in level A1, 25% are in level A2, 25% are in level
B1, 12% are in level B2, 10% are in level C1, 8% are in the level C2).
The test result shows 17% of the students are in level A1, 25% in level
A2, 25% in level B1, 20% are in level B2, 8% are in level C1, and 5%
are in the level C2. Six students joined the survey, of which 3 (three)
rated themselves at a reading level above the result obtained on the
test, and 3 (three) others rated themselves at a level lower than the
result they got on the test. The result of this research showed that preservice should improve in English language proficiency and selfassessment. This knowledge expects to be used as information to those
involved in the Educational field.