<![CDATA[In today's schooling and achievement landscape, meeting students' varied requirements has become a top priority, making customized educational opportunities essential. Differentiated instruction, a widely acknowledged teaching model, successfully meets these diverse student needs. The purpose of this study was to investigate the implementation of individualized instruction and its effects on the involvement of pupils in English learning at SMPN Hindu 3 Blahbatuh. All English educators and eighth-grade students participated. The subjects were chosen using an approach known as purposeful sampling to ensure that they were actively involved in English classes and were familiar with the individualized instruction model. Data were collected using qualitative and quantitative methods, with observation sheets and interview guides serving as research resources. The qualitative data analysis followed Miles and Huberman's procedures, which included data collection, reduction, display, and conclusion drawing. In addition, quantitative data were collected through surveys that assessed students' emotional, cognitive, and behavioral engagement levels. According to the findings, 75% of students felt more motivated and engaged in English learning after differentiated instruction was implemented. Overall, the findings show that the above strategy successfully dealt with students' growth levels, learning styles, and interests, resulting in significant increases in emotional, cognitive, and behavioral engagement in the English classroom.]]>
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