Exploring Hypnoteaching Practices in Indonesian Language Education: A Qualitative Study of Classroom Interaction

Abstract

This study explores hypnoteaching practices in Indonesian language education, focusing on classroom interaction, instructional implementation, and students’ responses. Employing a descriptive qualitative approach, data were collected through classroom observations and interviews and analyzed descriptively. The findings reveal that hypnoteaching was implemented through ten principal dimensions: intention and motivation, facing, leading, positive language, praise, modelling, instructional content mastery, student self-confidence, communication, and lesson closure. These practices enabled teachers to create a comfortable, interactive, and conducive learning environment that supported effective classroom interaction. Students responded positively to hypnoteaching, demonstrating increased learning motivation, greater self-confidence, and improved understanding of Indonesian language materials. The relaxed yet focused classroom atmosphere encouraged students to participate more comfortably and follow teachers’ instructional guidance more effectively. These findings highlight the pedagogical potential of hypnoteaching in fostering positive classroom interaction and supporting student-centered language instruction. The study suggests that teachers should develop more creative and innovative hypnoteaching strategies, particularly when teaching complex materials. Additional guidance should also be provided to students experiencing learning difficulties to promote more equitable learning opportunities. Future research should examine hypnoteaching across different language learning topics and educational contexts to further understand its pedagogical applicability and potential contributions to language education.