Abstract
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..

Key words: light trance, hypnotic induction, reading comprehension, post-hypnotic suggestion