Developing multidisciplinary B1-level reading exercises (Leseübungen) using a student-centered learning approach

The standardized B1-level German proficiency examination used in Indonesian higher education requires learners to read texts that increasingly combine everyday, public, academic, and semi-disciplinary content. However, locally contextualized materials that prepare students for these reading demands remain limited, and institutional evidence from two 2023 cohorts at one Indonesian university showed that Lesen was the weakest module, with pass rates of 14.7% and 9.5%. This early-cycle design-based research study reports the development and expert validation of a prototype package of multidisciplinary B1 reading exercises (Leseübungen) designed through a student-centered learning approach. The study covered problem analysis, prototype development, expert review, and first-cycle revision; it did not include classroom implementation or learner outcome testing. The prototype consisted of pre-reading activation, while-reading comprehension, vocabulary and strategy support, post-reading reflection, and optional collaborative tasks across domains such as education, public services, health, culture, environment, and technology. Three German language education experts evaluated 15 validation indicators using a four-point relevance scale. Aiken’s V values ranged from 0.67 to 1.00, with a mean of 0.86; values below 0.80 were treated as revision signals rather than evidence of established effectiveness. Qualitative feedback informed revisions to sentence naturalness, B1 readability, instruction clarity, time allocation, and visual support. The study contributes a preliminary, expert-validated design model for CEFR-aligned German reading materials and identifies priorities for subsequent classroom trials involving learners.