The goal of this study is to improve and activate readers' use of critical reading when they read texts. Critical reading practice in this study is an adaption of Freire and Macedo's(1996) critical awareness and active practice in which the issue of realizing one's own mis-presuppositions and appealing to one's own opinions to develop thinking critically are central to the social theories that one builds.
As a teaching method of this study first, the Story-Telling method is that students interpret as a subject matter and experience theirs and others' individual things with their own language. Second, the Round-Tables Discussion method is searching the titles and political tests by giving active speeches and listening to others. Third, the Question-Finding method is being able to find covered meanings of an author searching through instinct of the ideology of the author. Fourth, the Research method is that students finalize a series of research projects which is against their thinking but also processing them in the critical context. Last, the Service-Learning method is connecting the work of school with the life of communities, as exemplified through service-learning, and has the potential to help students become revitalized as learners and make sense of human experiences.
As a result, there are various values of English reading teaching methods to improve critical literacy. First, when students or readers estimate and criticize by reading without inserting preconceptions, they are able to form reasonable attitudes and thinking. Second, according to the content of the text, students' understanding and situations, the active and practical learning strategies would be built by participating in the community and describing their opinions with pictures or motions, writing and discussing. Finally, learners would realize the unequal social circumstances in the relationship with others and have opportunities to help marginalized people through hospitality.