R. Kesulitan apa saja yang kamu hadapi saat belajar menggunakan
materi yang sudah diberikan? What difficulties that you found in learning English through the new
materials given? A
. Waktunya terlalu cepat. Trus kadang-kadang nggak tahu arti bahasa
Indonesia atau bahasa Inggrisnya. The time was too fast and sometimes I did not know the Indonesian or
the English meaning of some words. B
. Kadang-kadang neranginnya kecepetan.
The teacher sometimes explained the materials too fast. C.
Waktunya tu kurang jadi kadang-kadang tugasnya nggak bisa selesai apalagi kalau kata-katanya susah.
The time was not enough so that I could not finish the tasks and sometimes the words were difficult.
From them, the writer found that the implementation of the intelligences sometimes could not be implemented very well because of the time limitation.
The students themselves could not do each activity or task optimally. Moreover, some students’ motivation decreased because the writer sometimes had to stop
an activity when they were seriously doing a task. The students started complaining the writer because they had not finished the task given.
Furthermore, they became not enthusiastic to do the next activities. This problem then affected the teaching-learning process because the writer had to
try to persuade the students more than once so that it wasted the time which meant that the time would become more limited.
The writer also experienced another difficulty caused by the limitation of the time. In some conditions, the writer must explain some parts in which the
students felt difficult. In fact, this activity was not stated in the objectives of the teaching-learning process lesson plan. Thus, it spent more time to teach the
students about it. This problem then affected the time allocation of the other parts. The writer must cut a few minutes of the next parts which covered other
intelligences. Hence, each intelligence could not be implemented very well which made students’ intelligences could not be developed optimally.
Thus, the limitation of the time in conducting the study became one of the inhibiting influences. This problem could disturb the development process of
students’ intelligences. The writer believes that if the writer was given more time in the teaching-learning process, the students’ intelligences could be developed
better.
d. Students’ Vocabulary Limitation
Vocabulary mastery becomes the major problem which is faced by EFL learners Ward, 1980: 2. In this study, the writer found that students felt
frustrated when they could not do the task well because they did not know the English words. Because of that problem, some students became not enthusiastic to
do the task. They looked very lazy. They did not do the task seriously, cheated their friends’ work, or decided not to do the task. Thus, this problem influenced
the teaching-learning process during the study and the implementation of Multiple Intelligences itself. This matter mostly appeared in listening, speaking, and
writing activities. In listening activities, the students would be frustrated when they knew the English words but they did not know the spelling. Furthermore,
some students did not know the words and it made them not do the listening task, enthusiastically. They even decided to cheat their friends’ work or did not do the
task. In speaking activities some students also found some difficulties related to the vocabulary limitation. They often did not know the English words that they
wanted to say. This matter affected students’ self-confidence. They were often
afraid to share their opinion or answer teacher’s questions because they did not know how to say it in English. Vocabulary limitation problem was also found in
the writing activities. In this case, some students sometimes had known the English words but they did not know the spelling. Moreover, some of them did
not know the English words that they wanted to write. This problem made the students less motivated. They were often desperate when they had writing task
and it affected the process of the next activities because they might think that they failed. Hence, it could be inferred that students’ vocabulary limitation had become
an inhibiting factor which influenced the process of the implementation of Multiple Intelligences theory in this study.
In this part, the writer had discussed the supporting and inhibiting factors which influenced the implementation of Multiple Intelligences theory through a
set of integrated materials to teach English to the fifth grade students. By exploring the major factors which influenced the implementation during the study,
it means that the second problem of the study has been answered.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This last chapter presents the conclusion derived from the research. It presents the suggestions for further teachers and researchers as well. This chapter
is divided into two parts, namely conclusions and suggestions.
A. Conclusions
A lot of people, especially in Indonesia, believe intelligence as something that can be measured by what so-called as IQ Intelligent Quotient which only
considers logical-mathematical and linguistic intelligences. They often think that someone who has high IQ must get a successful life in the future. This kind of
belief gives impact to the education. It makes the teachers do the teaching- learning activities based on these two areas. The teaching-learning process which
is only conducted in these areas of intelligences might result in frustration and academic failure for the students who are not good at logical-mathematical and
linguistic competences. It might also result in boredom since the teachers solely teach in one way teaching in which the teachers explain the materials and give the
students some exercises. The use of IQ as a base of success is broken by a new theory called Multiple Intelligences proposed by Howard Gardner. The Multiple
Intelligences theory which states that there are at least seven intelligences found in the human potential gives significant part in this study.
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