Speaking skills are essential for vocational school students as they prepare for professional communication in their future careers. The Merdeka Curriculum, recently introduced in Indonesia, emphasizes flexibility, contextual learning, and student-centered approaches, making it necessary for teachers to understand how speaking assessments are implemented in alignment with these principles. This research aimed to analyze the implementation of speaking assessment at SMKN 1 Banjarbaru, a vocational school offering various major programs.

This study employed a qualitative descriptive method. Data were collected through semi-structured interviews with five English teachers and five students from different classes, along with supporting documentation. Triangulation was applied to ensure the credibility and reliability of the findings.

The findings revealed that teachers implement a variety of speaking assessment tasks, such as role-plays, picture descriptions, presentations, group discussions, and storytelling, tailored to students’ vocational fields and needs. These assessments reflect the principles of the Merdeka Curriculum, including flexibility, contextual learning, and student-centered learning. The study concludes that meaningful, relevant, and adaptable speaking assessments can support vocational students’ language development and recommends further support and training for teachers to optimize implementation.