The use of English literature is commonly used to support teaching and learning process. For EFL students, they would face the difficulty in understanding the target language. Pre-reading activity is used to help students in reading activity. This study was conducted to investigate the students’ perception on the use of pre-reading activities in teaching and learning English including the types, implementation, and advantages. This study used qualitative approach as the design of the study with 4 students of EED of UMY batch 2014 as the participants. Based on the data collection, the types of pre-reading activities namely group discussion, pre-teaching vocabulary, brainstorming, predicting, pre-questioning, and visual aids with video. In addition, the implementation of pre-reading activity were making a group and discussing the text together, discussing vocabulary in the text, providing some questions before reading, showing the video related to the text. Then, the advantages of pre-reading activity were students are more prepared for the concept, students comprehend better the concept of the text, students have the opportunity to share the ideas, students feel more motivated, students are more prepared for the language use in the text, students can increase their knowledge, students can learn how to practice and analyze the reading text, students can increase their vocabulary. Finally, the findings of this study may be useful in recognizing and applying the pre-reading activities in teaching and learning English.