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.