The main aim of this research is to investigate and examine the content in ELT textbooks in terms of including intercultural communicative competence aspects to reveal whether the learning contains ICC. The researcher chose content analysis as the research method because the researcher explored the aspects of intercultural communicative competence in reading activities from the ELT textbook for class XI Senior High School based on the theory of Byram. The researcher analyzed pictures, reading texts, and tasks. In analyzing the aspects of ICC, the researcher used Byram's theory (1997), which consists of five dimensions, including attitudes (savoir etre), knowledge (savoirs), skills of interpreting and relating (savoir comprende/ faire), skills of discovery (savoir apprende), and critical cultural awareness (savoir s'engager). Based on the result, it can be concluded that the aspect of knowledge (39,28%) is the higher dimension in the Bahasa Inggris ELT textbook for XI grade Senior High School, especially in reading activities, followed by attitudes (34,78%), skills of discovery and interaction (8,33%), skills interpreting and relating (4,76%), and critical cultural awareness (1,19%). Furthermore, tasks have a significant portion of intercultural communicative competence aspects among pictures, reading texts, and tasks presented. It can be summarized that the Bahasa Inggris: English for Change ELT textbook accommodates 82,14% of intercultural communicative competence in reading activities. Even though all aspects of intercultural communicative competence are presented in the textbook, the frequency of their occurrence is not evenly distributed. Based on the analysis conducted by the researcher, the conclusion is that the ELT textbook provides the five aspects of intercultural communicative competence in reading activities. However, the frequency of their occurrence is not evenly distributed. Knowledge (savoirs) is the most dominating aspect in reading activities. Then, the configuration of ICC aspects in reading activities in ELT textbooks presents varied content. The researcher proposes some suggestions dealing with the aspects of intercultural communicative competence of the ELT textbook, especially in the reading activities. The ELT textbook designer or developer is suggested to be more concerned with the percentage and distribution of the aspects of ICC. Additionally, the ELT textbook writers are suggested to modify the varieties of pictures, reading texts, and tasks accommodating intercultural communicative competence. Then, the other researchers can explore more on intercultural communicative competence.