This study is aimed to investigate the usage of video-based materials in learning English to facilitate an undergraduate student’s cultural awareness. This study applied autobiographical narrative inquiry methods to present the findings. The data were based on the researcher's diary, artifacts, and photovoices before, during, and after learning English using video-based materials. The findings indicated that the utilization of video-based materials in learning English facilitated the undergraduate student’s cultural awareness. Before, during, and after learning English using video-based materials, the researcher did reflection on herself. The researcher discussed the way video-based materials in learning English facilitates an undergraduate student’s cultural awareness. The utilization of video-based materials were able to improve the researcher's knowledge about the target culture, improve her skills in intercultural communication as she got verbal & non-verbal communication aspects illustrations, and develop her attitude since she got opportunities to have cross-cultural comparisons. Moreover, the researcher focused on the level of undergraduate student’s cultural awareness during and after learning English using video-based materials. The result showed that undergraduate student  achieved the second level of cultural awareness during learning and then achieved the third level of cultural awareness after learning English using video-based materials. This study has implications that video-based materials can be utilized in the learning process to improve an undergraduate student’s cultural awareness.