In this globalization era, EFL teachers are constantly being encouraged to
integrate intercultural competence into English language classes. This research
aimed to answer the intensive reading teacher’s think about developing students’
Intercultural Communicative Competence (ICC) and how the teacher incorporates
it into intensive reading classroom. The research used a descriptive qualitative and
the participants involved 13 English Education students of UIN Antasari 3rd
semester. Furthermore, the data were collected through interviews and
documentation analyzed by the theory of Miles and Huberman: data reduction,
data display, and drawing conclusions. The results showed the intensive reading
teacher believes that it is important to incorporate and develop ICC in intensive
reading classes. Moreover, the teacher incorporates it by providing books that are
related to culture and authentic material. The teacher also implements discussion
and analyzes short stories and poetry to incorporate and develop students’ ICC.
The teachers are expected to be aware of ICC not only in reading class but also in
other classes and then put it in their classes. Moreover, the students of English
Education are expected to be aware of ICC and foreign culture and able to
incorporate it into their classes in the future.