© UKR Journal of Arts, Humanities and Social Sciences (UKRJAHSS). Published by UKR Publisher 165 UKR Journal of Arts, Humanities and Social Sciences (UKRJAHSS) Homepage: https://ukrpublisher.com/ukrjahss/ Email: submit.ukrpublisher@gmail.com Volume 1, Issue 7, 2025 ISSN: 3107-359X (Online) Developing CEFR Aligned Speaking Materials with the ADDIE Framework Evidence from Indonesian EFL Learners’ Speaking Proficiency Alda 1 , Sam Hermansyah 2 , Andi Sadapotto 3 , Jamaluddin Ahmad 4 , Nuraini Kasman 5 , Buhari 6 Universitas Muhammadiyah Sidenreng Rappang *Corresponding Author: Andi Sadapotto DOI: https://doi.org/10.5281/zenodo.17214985 Article History Abstract Original Research Article Aim: This study aimed to design and implement CEFR-based English speaking materials for first-semester students of English Education and to measure their effectiveness in improving students’ speaking performance. Method: The Research and Development (R&D) design was used in this study, which followed the ADDIE paradigm. Participants were 30 first semester students, three Lecturers, and five alumni. Data were gathered via surveys, interviews, classroom observations, diagnostic exams, and pre-post speaking assessments. Quantitative data were evaluated using descriptive statistics and paired-sample t-tests in SPSS, whereas qualitative data were thematically examined. Results: The mean pre-test score was 64.0 (SD = 5.12), while the post-test mean climbed to 82.5 (SD = 1.61). The paired-sample t-test indicated a substantial improvement (t = 11.33, p <.001). The qualitative results demonstrated gains in fluency, vocabulary usage, pronunciation, and self-confidence. The eight-chapter module, which was aligned with CEFR A1-A2 descriptors, allowed students to achieve B1 level competency. Conclusion: The CEFR-based speaking materials developed using the ADDIE paradigm efficiently met students' communicative needs and significantly improved their oral performance. The study emphasizes the importance of integrating international standards into local school environments. Keywords: CEFR, speaking materials, ADDIE model, needs analysis, English proficiency. Received: 10-09-2025 Accepted: 25-09-2025 Published: 27-09-2025 Copyright © 2025 The Author(s): This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY-NC) which permits unrestricted use, distribution, and reproduction in any medium for non- commercial use provided the original author and source are credited. Citation: Alda, Sam Hermansyah, Andi Sadapotto, Jamaluddin Ahmad, Nuraini Kasman, Buhari. Developing CEFR Aligned Speaking Materials with the ADDIE Framework Evidence from Indonesian EFL Learners’ Speaking Proficiency. UKR Journal of Arts, Humanities and Social Sciences (UKRJAHSS), volume 1(issue 7), 165-168. INTRODUCTION Speaking is usually regarded as the most important skill in English language study since it immediately shows students' communicative abilities. Unlike reading and writing, which are frequently graded using discrete and structured tasks, speaking necessitates the simultaneous integration of vocabulary, grammar, pronunciation, and pragmatic awareness. Oral proficiency is not only an academic necessity for university students, particularly those enrolled in English Education degrees, but it also serves as the foundation for their future employment as teachers, educators, and professionals in foreign settings. In other words, good English communication has both immediate academic and long-term professional ramifications. In the Indonesian setting, speech difficulties are most noticeable at the tertiary education admission level. Many first-semester university students have only had little exposure to English communication in secondary school. Despite having mastered grammar rules and absorbed vocabulary, individuals frequently lack the fluency and confidence to speak English spontaneously. Observations at Universitas Muhammadiyah Sidenreng Rappang found that beginner-level students regularly halt during conversations, struggle to find proper phrases, mispronounce crucial terminology, and occasionally skip speaking chores entirely. These flaws not only limit their participation in classroom activities, but also sap their enthusiasm to study. Lecturers routinely report a significant disparity between students' current ability and the program's requirements, necessitating targeted instructional solutions.