ISSN: 1302-1192 / E-ISSN: 2458-9101
The Effects of Light Trance and Post-Hypnotic Suggestions Towards The University Students’ Reading Comprehension Improvement
Zainurrahman Sehan, Masdi Harun, Idrus Ahmad
Sleep and Hypnosis: A Journal of Clinical Neuroscience and Psychopathology 2017;19(4):78-82
Post-Hypnotic suggestion has been an intriguing topic to be discussed concerning the effects it can emerge. However, there are numerous commentaries from experts regarding the need of hypnotic trance for the suggestion to take place. Hypnotherapists, practically, believe that the deeper the trance, the higher effects a suggestion takes place and raises effects (Hunter, 2010; Gunawan, 2012). Theoretically, it has been stated that suggestions can take place even without hypnotic induction and deepening to deep trance, somnambulism. Traditional hypnotic induction techniques, one of them, utilizes visualization, imagery, and relaxation. Raz & Saphiro (2002:6-7), then, stated that hypnosis is not identical to imagery and relaxation training, because suggestion need not entail requests for imagery and, albeit not common, hypnosis can be induced without relaxation. This has been a fascinating issue concerning the alteration of consciousness the hypnotic induction may emerge, and this is still hotly debated (see Contemporary Hypnosis, Vol.22, No.1, 2005 for detail). Nevertheless, the debates concerning the trance level and suggestion effect is beyond our field. Educators in linguistics like us prefer to see the most probable hypnosis techniques usable to help our students to learn materials. In this research, the effects of post-hypnotic suggestions given to the students induced to light trance is discussed. Davis Husband Scale is employed here. Data gathered from test, observation, and interview are described..
Keywords: Light trance, hypnotic induction, reading comprehension, post-hypnotic suggestion
REFERENCES
Alarcon, A., Capafons, A., Bayot, A., Kaner, Y. N. (2005). Active-alert hypnotic induction methods: The relationship between phenomenological experience, pleasantness and hypnotic suggestibility. International Journal of Psychology and Psychological Therapy, 5(1), 36-46.

Bandler, R. (1985). Neuro-linguistic programming: Using your brain for a change. Utah: Real People Press.

Bandler, R., & Grinder, J. (1982). Reframing: Neuro-linguistic programming and the transformation of meaning. Utah: Real People Press.

Bold, C. (2004). Supporting learning and teaching. London: David Fulton Publisher Ltd.

Bos, S. (2002). The brain: Implications for teaching and learning. Los Angeles: Community Works Press.

Dale, R. A. (1972). Hypnosis and education. Retrieved from ERIC Database

Dweck, C. S. (2006). Mindset: The new psychology of success. Manhattan: Random House.

Erickson, M. H. and Rossi, E. L. (1979). Hypnotherapy: An exploratory casebook. New York: John Wiley Sons, Inc.

Frijda, N. H. (1988). The laws of emotion. American Psychological Association. 43(5), 349-358

Gunawan, A. W. (2012). Hypnotherapy: The art of subconscious restructuring. Jakarta: Gramedia Pustaka Utama

Hunter, R. (2010). The art of hypnotherapy. United Kingdom: Crown House Publishing Ltd.

Raz, A., & Shapiro, T. (2002). Hypnosis and neuroscience: A cross talk between clinical and cognitive research. Hypnose, 3(2), 4-18.

Ricci, M. C. (2013). Mindsets in the classroom. Waco: Prufrock Press.

Wark, D. M. (2011). Traditional and alert hypnosis for education: a literature review. American Journal of Clinical Hypnosis. 54, 96-106.

Wark, D. M. (2006). Alert hypnosis: a review and case report. American Journal of Clinical Hypnosis. 48(4), 291-300.
GUIDE FOR AUTHORS
EDITORIAL BOARD
ABOUT JOURNAL
INDEXED IN
AHEAD OF PRINT
ARCHIVES
CURRENT ISSUE
CONTACT US