Intercultural sensitivity plays an important role in the sustainability of
intercultural communication. Communication ability is the ultimate goal of
language learning, so the aspects that support the success of this goal are very
important. So far, students have gained cultural knowledge through Cross Cultural
Understanding (CCU) classes, without direct cultural experience. Therefore,
through this study, it aims to show how students' intercultural sensitivity after
attending CCU classes.
This research uses descriptive qualitative method in presenting the data. The
theory of cultural prejudice by Barnlurd was used as elements in compiling the
interview text to find out students' intercultural sensitivity. Data on students'
intercultural sensitivity was obtained from in-depth interviews involving 15
students who have attended CCU classes.
The results of this study show that students still have a negative assessment
of cultural elements. In addition, students also have a tendency to compare the
culture of the target language and also their own culture. The tendency to compare
is both positive and negative. This shows that after acquiring knowledge about the
culture of the target language, there are still negative judgments.