Introduction

English language proficiency is of paramount importance in today's interconnected and globalized world.
However, a concerning trend has been observed among senior high school students, as many exhibit a
low level of interest in learning English. This lack of enthusiasm poses significant challenges to their
language acquisition and hampers their overall educational development. Understanding the probable
causes behind this phenomenon is crucial for devising effective interventions to address the issue and
promote a more positive learning environment.

This qualitative phenomenological research aims to explore the underlying causes contributing to the
low interest in English among selected senior high school students. By delving into their lived
experiences and perspectives, we seek to uncover the factors that influence their attitudes and
motivations towards learning the English language. The findings of this study can provide valuable
insights for educators, curriculum designers, policymakers, and other stakeholders involved in English
language education.

The research questions guiding this investigation are designed to delve into the complex nature of the
students' low interest in English. We aim to uncover the multifaceted causes behind this phenomenon,
examining how these causes manifest and impact the students' attitudes towards English language
learning. Furthermore, we aim to identify any commonalities or patterns among the identified causes
across the diverse group of student participants.

To achieve a comprehensive understanding of the probable causes, this study adopts a qualitative
research approach. By employing semi-structured interviews, focus group discussions, and document
analysis, we can gather rich and detailed data on the participants' experiences and perspectives.
Thematic analysis will be applied to the collected data, enabling the identification of patterns, themes,
and categories that contribute to the low interest in English among senior high school students.

By investigating the probable causes behind selected senior high school students' low interest in English,
this research seeks to contribute to the existing body of knowledge on English language education. The
insights gained from this study can inform the development of targeted strategies and interventions to
foster a more engaging and effective English language learning environment. Ultimately, it is hoped that
the findings will contribute to the improvement of English language education in senior high schools and
enhance students' overall language proficiency and educational outcomes.