According to the three activities that were implemented in the interpersonal intelligences, playing game became the most favourite activity.
Based on the field notes result, the students’ motivation in following the lesson increased when they played a game. This result was supported by the interview
results. Four students said that they like learning English by playing games. The reason was that the students felt bored if they only learned theories by reading or
writing. Moreover, the English lesson was conducted in the last hour of the teaching-learning process in the school. Therefore, the students’ fatigue
influenced their motivation to follow the lesson. They said that they preferred to have fun activities such as games in the last hour so that they would not feel bored
and tired.
f. Musical Intelligence
The learning activities focusing on this intelligence were only implemented in two units, which were in the first and the second units. This
intelligence was implemented by singing a song. The students looked enjoy in singing the songs given. They wanted to sing loudly and cheerfully. Based on the
interview, two students said that they liked singing activity. The first student said that he did not have to think when he sang. In addition, he felt enjoy with this
activity because the English lesson was put in the last hour of the teaching- learning process in this school so that he was very lazy to think. Another student
gave a different reason. She said that she liked singing activity because her hobby is singing. Furthermore, she would remember vocabularies in longer time by
knowing the words through a song. It happened because she easily remembers the tone of a song.
g. Logical-Mathematical Intelligence
The learning activities focusing on this intelligence were existed in the second and fourth units. “Logical-mathematical intelligence is the capacity to
analyze problems logically, carry out mathematical operations, and investigate issues scientifically” Gardner, 1999. In this study, the intelligence was
implemented through two kinds of activities. In the first meeting, the students had to match a feeling with the cause which made the feeling rise. In this activity, the
students had to analyze each cause stated in the handout. Thus, this activity provided the students the capacity to analyze problems logically. In the fourth
meeting, the students were asked to classify pictures based on the appearance. In this activity, the students had an opportunity to analyze the differences of Indian,
Chinese, and African people. The difficulty faced by the students in doing the tasks was that they sometimes did not know the Indonesian meaning of some
English words. However, during the implementation of this intelligence, some students did the task well. On the other hand, some students did not want to do the
tasks at all. When the writer asked why they did not want to do the task, they said that they were lazy to think. To solve this problem, the writer told that if they did
not submit the tasks, they would not get a mark. This warning worked well. The students who did not want to do the tasks starting to do them and the class
atmosphere became more conducive and controlled.
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
