In this part, the writer had discussed the implementation of the study which consisted of the elements of the tasks and activities and the process and the
findings of the implementation of the seven intelligences. In conclusion, the writer had explored how the implementation of Multiple Intelligences theory through a
set of integrated materials to teach English to the fifth grade students was conducted. Hence, it means that the first problem in this research has been
answered. The next discussion is to answer the second problem.
B. The Factors Influence the Multiple Intelligences Theory Implementation through a Set of Integrated Materials
There were several factors which influenced the implementation of
Multiple Intelligences theory through a set of integrated materials to teach English to the fifth grade students in this study. The writer identified the factors into two
classifications which were 1 supporting factors and 2 inhibiting factors.
1. Supporting Factors
There were two supporting factors which were found by the writer during the implementation of the study. They were:
a. Students’ Interest
Students’ interest in this study refers to the students’ talents or hobbies. During the study, the writer found that the students’ talents or hobbies had a great
impact in implementing the Multiple Intelligences theory. Most students would do the task enthusiastically without making any complaint to the writer if the task
could make them learn through their hobbies. For example, students who like
drawing would do drawing activity enthusiastically and seriously. On the other hand, the students who do not like drawing would do the task unserious. They did
the task by murmuring or making some complaints to the writer. This assumption was confirmed by the following interview excerpt:
R. Dari keseluruhan materi yang diberikan hari ini, bagian mana yang
kamu suka dan tidak suka? Mengapa? Which part of today’s materials that you like and you do not like? What
is the reason? A
. Yang menggambar, soalnya hobiku nggambar. Kalau yang nggak
aku suka tu menulis. Aku paling malas kalau disuruh nulis soalnya nggak suka nulis..
I like the drawing activity because my hobby is drawing. And I do not like the writing activity because I do not like writing. I am very lazy if I
had to write. B
. Semuanya aku suka karena aku suka pelajaran bahasa Inggris. Tapi
aku paling senang yang menulis, soalnya aku suka nulis. Kalau pakai menulis tu aku jadi lebih jelas.
I like all of the materials because I like English subject. However, I like writing activity at most because I like writing. I would understand the
topic better by writing. C.
Aku suka yang membaca dan menerjemahkan soalnya aku suka membaca. Trus kalau bisa menerjemahkan tu rasanya senang. Kalau
nggak bisa kan bisa tanya gurunya. Kalo yang nggak aku sukai tu yang menggambar soalnya aku nggak bisa nggambar jadinya hasilnya jelek.
I like the reading and translating activities because I like reading. And I would be very happy if I could translate the reading passage. I would ask
the teacher if I found difficulties. I do not like drawing activity. I could not draw well so that the result would be bad.
From them, the writer found that students’ interest would influence their learning process. Therefore, it is proven that each student is unique and he or she will learn
something on his or her own way. Based on this study, there was a fact that a student might not follow and learn English lesson well by writing activity.
However, it did not mean that he could not learn it through another activity. He learned and followed English lesson seriously and actively when the writer
