attention to the English subject became actively participate in the teaching- learning process even though not in the whole period. It happened because they
felt that they learned it in their own way. Thus, it could be inferred that in this study kinds of the tasks had a direct impact to the implementation of Multiple
Intelligences theory. Kinds of tasks which gave the students an opportunity to learn English subject through their own interest could become a special
motivation for the students. The students would do the tasks seriously if the tasks provided their interest. On the other hand, the students would not do the tasks well
if the tasks were not appropriate with their interest, even they would do another activity that they liked such as drawing, chatting or making a joke with their
friends, singing, and so forth.
2. Inhibiting Factors
Besides the supporting factors, there were some inhibiting factors which were also found in this study. They were:
a. Students’ Interest
The writer had discussed that students’ interest was one of the supporting factors. However, this aspect also became one of the inhibiting factors. It might
become the supporting factor if the students wanted to do the tasks which were appropriate with their interest and then it could motivate the students to follow the
whole teaching-learning process itself. For example, a student did drawing activity enthusiastically without making any complaint to the writer because he
liked drawing and he became more motivated to follow the lesson in the whole
period. On the other hand, it can also become an inhibiting factor. In this case, the student wanted to do a task only if the task was appropriate with his or her
interest. He or she did not want to do another task which was not appropriate with his or her interest. In this study, the writer found that there were some students
who liked drawing and they wanted to do drawing activity seriously. However, two of them did not want to follow the other activity in the class. They only
wanted to do drawing activity. They preferred to have a chat or make a joke with their friends when the writer conducted another activity.
By the experience obtained by the writer, it could be inferred that students’ interest might become an inhibiting factor which influenced the implementation of
Multiple Intelligence theory in this study. Thus, teacher’s roles become a great deal in solving the problem. The teacher might understand more about their
students’ characteristics so that he or she can provide more appropriate class activities to make the students have a higher motivation to learn the subject.
b. Students’ Self-Confidence
From the field notes results, the writer found that students’ self confidence as the L2 learners became one of the inhibiting factors that influenced the
implementation of Multiple Intelligences theory through a set of integrated materials. It mostly appeared in the speaking activities. In the speaking activities,
some students did not want to speak aloud because they were afraid of making a mistake in pronouncing some words. It was also clearly seen when the writer
asked the students to share their writing work in front of the class. Most students
did not want to go to the front. They said that they were afraid if the other students would laugh at them if they made a mistake.
Then, the writer asked a student which was considered as one of the high- level students to go to the front. The writer chose her because the writer found that
she had a good ability in writing. Unfortunately, she did not want to go to in front. She said that she was shy. Finally, there were two students who were brave
enough to go in front. Actually, the students who went to the front were those who were considered on the middle-level students. They were brave enough to speak
in front the class. They looked that they were not afraid or shy if they made a mistake. They wanted to speak loudly and they did not care if their friends
sometimes laughed at them. Thus, students’ self-confident is very important no matter in what level the
student is. The goals of the teaching-learning process itself could not be achieved if the students do not have any confidence to show their ability. However, it also
became the teacher’s role to motivate the students so that they will have a good confidence.
c. Available Time
