<![CDATA[This study investigated the implementation of differentiated instruction and deep learning among Grade 10 students at SMKN 1 Tapalang Barat and its impact on students’ interest in learning English. The study was motivated by the low level of student participation and interest in English learning, as preliminary data showed that fewer than 20% of students actively participated in classroom activities. Many students perceived English as difficult, irrelevant to their daily lives, and less engaging due to limited personalization and insufficient opportunities for deep knowledge processing. This research employed a descriptive qualitative approach to explore the implementation process, students’ perceptions, teachers’ perceptions, and the challenges faced during implementation. Data were collected through classroom observation, semi-structured interviews, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing or verification. The findings show that differentiated instruction was implemented through diagnostic assessment, flexible grouping, tiered assignments, learning autonomy, and adaptation of materials to students’ readiness and interests. Deep learning was integrated through authentic projects, global issues, contextual learning, reflective activities, and problem-solving tasks. Students generally perceived the approach positively because it made English more meaningful, challenging, and relevant to their lives. Teachers viewed the approach as effective in increasing engagement but requiring careful planning and classroom management. The main challenges included limited time, varied student abilities, unequal participation, resistance to categorization, task complexity, and the need for stronger scaffolding. The study concludes that differentiated and deep learning can increase students’ interest in learning English when implemented with balanced personalization, intellectual challenge, contextual relevance, and continuous teacher guidance.]]>
