a. Linguistic Intelligence
The learning activities focusing on linguistic intelligence were implemented from the first until the last units. In the implementation itself, the
linguistic intelligence covered many activities. In the listening activities, this intelligence was implemented by giving students some oral instructions and
questions. The instructions and the questions were done or made by the writer or their friends. The students find a difficulty in doing this task. Most students had
not memorized the meaning of the English words well. Thus, they could not do the instructions or answer the questions well. For example, in the first meeting the
students could not point the objects of parts of body being instructed directly. Most of them needed a few seconds to memorize the words. However, the
students followed this activity enthusiastically. Another listening activity was by giving them an incomplete listening
passage. It was done on the first, third, and fourth meetings. Hence, the students had to listen to the teacher reading the listening passage and then they had to fill
in some blanks on the listening passage. In this activity, some students could not do the tasks well. The difficulty in doing this activity was that they were confused
to write the English words. Some students might know the English words that should be written, but they did not know the spelling. Moreover, some of them did
not know the English words that they had to write. This decreased some students’ motivation. They preferred not to do the task. To solve this problem, the writer
who acted as the teacher in this study read the whole listening passage three times. It was done because most of the students promised that if the teacher read the
listening passage three times, they wanted to do the task. Another way to solve students’ motivation problem was that the teacher told the students that if they did
not do the task, they would not get a mark. By having those two ways, the students’ motivation increased directly and the atmosphere of the class became
conducive again. The implementation of linguistic intelligences in speaking activities was
done by providing some activities which made the students have a lot of changes to speak. There were two kinds of speaking activities. The first one was
pronouncing some words and the second one was by playing some games. The first kind of speaking activities was done in all meeting. The students did not find
any difficulties in following this activity. Most students could accomplish the activities very well. The second kind of speaking activities was done in the second
and third meeting. In the second meeting, the students played a game about feeling. The game was done individually. In this game, the students had an
opportunity to walk around the class in order to get some information of their friends feeling. The students had to ask at least three friends about their feeling by
using the sentence patterns told by the teacher. Those were 1 “What do you feel today?”; and 2 “Why do you feel like that?”. Then, their friends answered them
in sentences which were 1 “I feel…”; and 2 “I feel … because I …”. After they got the answer, they had to write the result in the table given in their handout.
The students looked very enthusiastic in doing this game. However, they faced difficulties in playing the game. The difficulties were similar to the difficulties
they faced in the listening activity. Some students sometimes did not know the
English vocabulary items that they wanted to convey to their friends. Thus, in order to solve this problem, the writer wrote some vocabulary items related to the
topic on the whiteboard. This way went successfully. It was proven by the decreasing number of students’ questions about some words.
The linguistic intelligence was also implemented in the reading skill by reading aloud some words, sentences, or even a paragraph. This kind of activity
was done in all meetings. From the first until the last meeting, the writer found that students could do this kind of activity very well. They were very enthusiastic
to follow the teacher in pronouncing some words or in reading sentences or paragraphs. After they followed the teacher pronouncing the words, sentences, or
paragraphs, the students were given an opportunity to read aloud the words, sentences, or paragraphs individually or together with all students in the class.
Some students were brave enough in doing this activity even though they still made some mistakes. Some students were not shy if they made a mistake; they
even wanted to listen to the feedback given by the writer. The linguistic intelligence was also implemented in the writing activities.
It was emphasized in the whole meetings. In the first meting, the students had to write their favourite part of the body. In the second meeting, they were asked to
write their own feeling and give the reason for it. In the next meeting, the students were given an opportunity to write the explanation of their family members based
on the family tree they made. In the last meeting, the students wrote their appearance in a form of paragraph consisting at least three sentences by using
Simple Present Tense. The students faced the same difficulty in doing the writing
activities from the first meeting until the last meeting that made them uninterested to do the task. The difficulty was that they were confused to write the English
words. Some students might know the English words but they did not know the spelling. Moreover, some of them did not know the English words that they had to
write. However, there was one student who did all the writing activities well. Based on the interview to the student, the write found that her hobby is writing.
She said that she liked to write diary at home. Hence, she preferred to do writing activities rather than reading or drawing. Furthermore, the writer also faced a
difficulty as well as the students. It happened when some of the students did not want to do the writing tasks. Based on the interview results, the writer found that
they did not want to do the task because they did not like writing activity. They prefer to draw because their hobby is drawing.
b. Spatial Intelligence
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