As a means for students to comprehend and communicate knowledge in our technologically advanced and culturally diverse globalized societies, more integrative ELT approaches are required. Multiliteracies is a literacy concept that addresses meaning-making variability in various cultural, social, or domain-specific contexts. Extensive reading activities are an essential component of the curriculum for Indonesian EFL students, especially those who major in English in higher education. Previous research has demonstrated that reading literary texts can enhance cultural comprehension. Reading is fundamental to getting new information and fostering students' empathy for world conditions. This qualitative case study aims to discover the implementation of multiliteracies practices and the student's responses to the multicultural book Amazing Grace in the multiliteracies framework in the Extensive Reading class. The researcher used a purposive sampling of one lecturer and twenty students in the Extensive Reading classroom. Data are compiled through observation and interviews. The data are then analyzed through Saldaña's (2016) coding. The findings showed that the lecturer had implemented all stages of multiliteracies. The students showed various responses to multicultural literature in every multiliteracies stage. Their responses demonstrated that the practice could recollect their knowledge of diversity in Indonesia. They also can investigate the cultural identity and aspects within the text. They evaluated the text's meaning based on their experience regarding cultural issues. Last, they constructed multiculturalism-themed posters as a reflective practice of critical learning. The students' responses emphasized raising multicultural awareness and upholding tolerance. This research provides new insight into how multiliteracies pedagogy can encourage students' responses to multicultural literature. The inclusion of multicultural awareness is crucial for Indonesia as a multicultural country.