Developing multidisciplinary B1-Level Reading Exercises (Leseübungen) using a student-centered learning approach
The standardized B1-level German proficiency tests for the Indonesian university program are increasingly synchronized to the European-oriented curricula and often consist of multidisciplinary texts. However, very few local materials exist that prepare students for these reading expectations and Lesen still ends up being the weakest module. This design-based research (DBR) study describes the design and validation of a set of B1 reading exercises (Leseübungen) by employing a student-centered learning approach, operationalized through self-directed learning routines. A needs analysis based on 2023 institutional B1 test cohorts (Batch 1: n=34; Batch 2: n=21) indicated that reading pass rates were the lowest (14.7% and 9.5%, respectively). Afterwards, three expert validators reviewed a prototype package of texts and tasks (pre-, while- and post-reading). Content validity was quantified with Aiken's V over 15 indicators and supplemented by qualitative feedback. Results demonstrated high feasibility (range V = 0.67–1.00; mean V = 0.86), with 9 indicators rated very high validity (≥0.80). Qualitative feedback informed amendments that enhanced clarity, cognitive scaffolding and learner independence. The study offers a model of context-sensitive materials development aligned with CEFR and has implications for, thus, enriching applied linguistics. The findings have implications for the use of character education in combination with a content-based approach to teaching intermediate level reading.
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