There  are  two  main  aims  of  this  study:  (1)  To  explore  my authentic learning experiences as a learner in Intercultural Communication and the learning process in the CCU classroom in the academic year of 2019/2020; (2) To explore challenges in the authentic learning experiences in Intercultural Communication and the learning process in CCU classroom in the academic year of 2019/2020. A qualitative study was used to analyze the data in this research. The participant of this research is the researcher himself, male, twenty-one years old, who joins the CCU   (Cross-Cultural   Understanding)   classroom   in   the   academic   year   of
2019/2020 as a learner. The participant experienced an authentic learning process in Intercultural Communication and the learning process of the CCU classroom. The  main  data  of  the  research  is  based  on  the  diaries  of  the  researcher's experience.  Besides,  the  data  is  also  supported  by an  artifact  in  the form  of creating an Intercultural Communication report with native speakers and documentation of the teaching and learning process. The data was analyzed based on thematic coding of authentic learning theoretical concepts and indicators, including real-world relevance, multiple sources and perspectives, collaboration, and reflection.
The results of this study have shown that (1) The process of authentic learning gave the participant a new learning experience to create Intercultural Communication with native speakers, discussed multiculturalism in English, relating the real example in real life of Indonesian context, learning from multiple sources inside and outside the classroom, training to work as a team rather than individual  in  finishing  the  group  task,  and  also  writing  reflection  to  recall memories about what had the learner learned and felt during the teaching and learning process in CCU classroom. (2) There were several challenges during the authentic learning experience, such as the lack of time to adapt to the new learning experience, find relevant learning sources, and limited conditions to work as a team in collaboration activity. The roles of technology such as online chatting apps, whatsapp, google docs, google meet, and zoom were essential to support the teaching and learning process during the pandemic of COVID 19. These experiences  would  benefit  both  learners  and  future  teachers  to  have  better authentic learning situations in the English Language Teaching process.

Keyword:  Authentic learning experience, Intercultural Communication, CCU