Yeganeha & Raeesia (2015, p. 534), stated that learning the culture of a foreign language is an important part of learning it. However, many teachers continue to undervalue this critical component of language teaching. Agar (1994) has explained that Culture is in language and language is loaded with culture. This study involved two Indonesian EFL pre-service teachers who had some experiences in teaching and learning English directly or indirectly in other countries. Narrative Inquiry methods were applied to present the findings. Thus, interviews and artefacts are involved in the data collections. Thematic analysis used to retell participants; narratives or stories. Barkhuizen, et al, (2014, p. 75) stated that, thematic analysis involves the repeated reading of data, coding, and categorization of data extract, and reorganizing under thematic headings. The findings showed that both participants are included in level 3 of intercultural awareness based on Baker’s intercultural awareness concept (2011). Both participants also have understandings about intercultural awareness as the role of cultures in intercultural communication based on Baker’s (2011) concept. Furthermore, by looking deep into the participant’s stories, the findings also generate pre-service teacher point of view about how intercultural awareness material should be applied in Indonesian EFL classroom and why it is important. Further study is required in order to develop this research related to a different subject in EFL and also the participant, or to find the best way to teach or learn intercultural awareness so it can be easier to understand, so that EFL learners may have a better intercultural awareness competence to make their EFL learning process runs effectively.
