• Nurdiana Nurdiana Universitas Bunda Mulia


The inclusion of cross cultural understanding (CCU) in the curriculum of the department of language and culture is surely imperative as not only does language learning aim at improving knowledge of language and how to use the language, but also it aims at enhancing learners‘ knowledge of cultures (particularly the cultures of the language learned) and other particular cultures. To some students, CCU might not be as interesting as other courses as it discusses topics which seem to be abstract. Therefore, learners might lose their interest to learn CCU if it is not presented attractively in class. A oneway lecture can make the class less lively, less thought-provoking, and learners may not feel engaged with the atmosphere of CCU class. As a consequence, the lecturers should come up with stimulating teaching techniques when teaching CCU to their students. For this reason, this small study attempts to investigate students‘ perceptions of CCU and how it is supposed to be presented in class. 10 students were involved in this research. Each of them was given a questionnaire consisting of three questions. The findings revealed that the students have positive perceptions of CCU and they favoured role-plays and group or classroom discussions as classroom activities in CCU class. This implies that these two teaching methods could be applicable in future CCU classes.