As the goal of English pedagogy at the primary, secondary and tertiary levels of education is achieving Intercultural Communicative Competence, EFL textbooks not only promote Anglo-American and British cultures but also include both EFL learners’ home and international cultures. This study aims to explain the cultural values predominantly depicted in the EFL junior high school books and to analyze the ways of EFL textbooks in providing EFL learners with the opportunities to enhance their intercultural knowledge and awareness. This study uses qualitative as the research method, and content analysis as the research design. By using Yuen’s cultural categorization and Systemic Functional Linguistic (SFL) by Halliday as the data analysis, this research found that the most dominant of cultural aspects are ‘Practice’, with the percentage 72% for grade VII, 86% for grade VIII, and 53% for grade IX. from the percentage, the most dominant cultural values are politeness, respect others, and care for each other. Although the textbook writers seem to be aware of the cultural diversity present in Indonesia and elsewhere, English teachers, textbook users, may be unaware of this. Therefore, it is necessary to examine how English teachers teach the cultural values depicted in EFL textbook. Observation of how teachers convey cultural values to students need to be undertaken.