The teaching of reading in many English as a Foreign Language (EFL) classrooms setting usually are focused more on asking the students to identify the features of the reading texts such as the plot, the main characters, and the main idea of the story. EFL readers are rarely introduced with reading activities  where they can establish emotional connection with the story that they read. The two-week Virtual Book Club (VBC) between students at the English Department in Malmo University and 25 students at the English Department in Sanata Dharma University was established to explore the students’ interculturality when reading a story about sadness. This descriptive research investigates the following: how do the students create meaning of sadness based on the children’s book entitled A Sad Book viewed from Hoff’s (2016) interculturality theory’s 3 levels of communication? During the VBC, each group was given 3 questions which were based on Hoff’s 2 out of 3 levels of intercultural communication; The first question was aimed to trigger the students’ immediate emotional response (Level 1); the second question triggers the students’ multiple interpretations (Level 2); the third question triggers the students to refer to the lessons learned (Level 1 and Level 2). The main data source were the students’ written reflections, the group discussion scripts and interview results. The research results indicated that: (1) all students showed their immediate responses towards sadness by directly sharing their feelings towards the story and how the story triggers their memories of their sad experiences (Level 1); (2) all students gave their different interpretations of sadness in accordance to their cultural backgrounds (Level 2) in which it provided a very rich concept of sadness. Implications of the research for the teaching of reading in the EFL context is discussed.