This research aims at investigating: (1) in what context the lecturer will conduct a group discussion, (2) the students’ perception towards group discussion, and (3) the roles of the lecturer in group discussion.
    The study was qualitative case study and the subjects were 40 students in English Education Department, Sebelas Maret University who join Cross-Cultural Understanding (CCU) classroom. The data for this case study were collected through observation conducted in Cross-Cultural Understanding classroom for sixth semester students, in-depth interview with the lecturer and the students, and document analysis. The data were analyzed by using case study data analysis as proposed by Yin. The analysis was done by compiling, diassembling, reassembling, interpreting, and concluding. The findings of the research show that most of the students had the same perception towards group discussion. The students agree that group discussion can improve their understanding in learning CCU subject, because the can share and help each other in the process of discussing. This research also describes how the lecturer implementing the group discussion and what is the roles of the teachers in the process of group discussion. this research reveals that group discussion is a proper teaching and learning strategy that give many advantages for both lecturer and the students. The research suggests that group discussion can improve students understanding, interest, motivation, and skills.

Key words: group discussion, perception, cross cultural undertsanding