THE DEPTH AND BREADTH OF TEACHING ENGLISH: BASIS FOR A MODIFIED MODULE

With the introduction of K–12 curricula that incorporate literature as a springboard, teaching and learning English has become a prerequisite. Language is used in context throughout literature. According to Eaglestone (2010), it is a crucial component of the English curriculum in schools and needs to receive the sufficient emphasis if the overall goal of teaching English is to be accomplished. Teachers now have a duty to work more to make studying English for pupils a simpler, more pleasurable, and more rewarding experience.
Anglo-American literature is covered in English 9, which is regarded as a crucial conventional course in English. According to Lu Rui (2014), the rapid development of curricula in the modern era has caused English literature to face a variety of challenges and flaws, pushing the current liberal arts class even further into the margins. As a result, the reform of the curriculum for Anglo-American literature cannot be postponed in the modern era.
Wu Ling (2012) emphasized that another significant challenge teachers have while teaching students in English literature, including grammar and vocabulary, is the multifaceted competencies that must be attained. The perception that literature is a challenging and tedious topic compounds to this challenge. Students gradually disassociate from the subject matter as a result of this.
In the national setting, Calacal (2003) stated that education in the Philippines has always been dynamic. Everything that has been dynamic certainly echoes possible problems. In the K to 12 curriculum, the Department of Education requires learning modules to be used in learning the subjects, specifically in English. Hence, whether the use of this learning package gush on, the crux of the issue lies in the learner and teacher as they move on towards the development of English competencies. In some of the challenges experienced by both teachers and learners are broad module content, lack of comprehension of students, taking English subject difficult, and the lengthy literature pieces used. In dealing with English language and literature, Hernandez (2003) said that teaching and learning strategies should be updated to make lessons comprehensible for students. 
 Therefore, it is worthwhile investigating these difficulties, identifying their causes, and suggesting effective remedies for these problems so that they will not damage the benefits that Grade 9 English embodies.