their own desires, motivation, fears, and so forth. However, it was very difficult to implement this intelligence in this class. Most students in this class were
accustomed to do some tasks with their friends. Only two or three students who wanted to do the tasks individually. Based on the observation conducting before
the study, it happened because their teacher never motivates them to do some exercises individually. The teacher asked them to do some exercises on the
Lembar Kerja Siswa LKS without observing how they did the task. The writer found that most of the students cheated to their friends who are clever by
borrowing their LKS after they had finished doing the task. During the study, the same problem happened in this class. Most of students did not want to do the
writing and listening tasks individually. They were even angry if the writer warned them and they did not want to do the tasks anymore. Based on the
interview results, most students said that they preferred to do some tasks with their friends, even only by copying their friends’ work. Based on the results of the
study, it could be concluded that the students’ intrapersonal intelligence in this class was poor.
e. Interpersonal Intelligence
The learning activities focusing on this intelligence did not exist in the whole units. It only existed in the first, second, and third units. The activities
which were provided in each unit were different. In the first unit, this intelligence was implemented by having a partner work. The students had to give instruction
to their partner to point one part of the body. The students did this kind of activity very well. Most students could work and cooperate well with their partner. In the
second unit, this implementation was combined with kinesthetic intelligence. The students were asked to walk around the class and ask about their friends’ feeling.
This activity was done well. Most students could finish this task very well. Moreover, there were four students who wanted to share their work results in front
of the class. However, there were two or three students who did not want to do this activity. They only copied their friends’ work. They said that they did not like
activities which had to be done by physical movement. They preferred to sit down rather than walk around the class.
In the third unit, the interpersonal intelligence was implemented by playing a game called family spinner. In this part, the students were asked to play
a game about family by using family spinner. The students are divided into four groups and had to make a circle. Their task in this activity was guessing the
meaning of the words of family members based on the place in which the triangle on the family spinner stopped. If a student could answer the words, then, his or
her friend on the right side had to answer by using a pattern that had been told by the teacher. The question was “Have you got a ….?” Or “Do you have a …”.
Then, he or she had to answer it. The students must have a good cooperation with their friends so that all of them would get an opportunity to spin the family
spinner and to speak in front of their friend. Most students followed this activity very well. They were very enthusiastic in playing the family spinner. They wanted
to speak in English when they were playing with their friends. By having this activity, the students had an experience on how to make a good cooperation and
coordination with their friends.
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
