With the position of English as an international language that plays an important role in the field of education to equip students on how to interact with people from different cultural backgrounds effectively and appropriately, in practice, in the EFL classroom is still lacking in the implementation of intercultural learning in English language learning. Therefore, This study aims to promote students' critical intercultural awareness (CIA) in English language learning at the secondary school by incorporating video clip-assisted task through cultural interventions into teaching materials, this study used a mixed method design where students' CIA data were obtained from pre-post test questionnare from 1 pre- experiment class consisting of 22 students, then regarding students' responses were collected through open ended questionare and observation, The qualitative data were analyzed through miles huberman and saldana’theory and the quantitative data were analyzed through T-test. The results showed that the average CIA scores of students upgraded after receiving cultural interventions, and supported by positive responses given by students from both the cognitive, affective, and conative domains. It is hoped that future research can conduct a longitudinal study within the use of full experimental treatment to explore the long-term effects of the intervention on students' critical intercultural awareness and integrate more than one or two cultures in learning and integrate more than just one or two cultures in learning. As well as by conducting direct encounters with intercultural people so that the understanding of critical intercultural awareness will be more comprehensive.
Keyword : Critical Intercultural Awareness, EFL, Student Responses