LEARNERS’ PERCEPTION TOWARD HYPNOTIC LANGUAGE PATTERNS USED IN TEACHING SPEAKING AT LKP MR. UDIN’S COURSE LUMAJANG

This study investigates the use of Hypnotic Language Patterns (HLP) in teaching speaking and explores learners’ perceptions of these patterns at LKP Mr. Udin’s Course Lumajang, a non-formal English institution in Indonesia. Using a qualitative case study design, the data were collected through classroom observations, questionnaires, and interviews involving three instructors and twenty-seven learners. The results revealed that all 23 types of hypnotic language patterns were employed by instructors consciously. These patterns were used to establish rapport, enhance motivation, and promote active speaking participation. Learners responded positively, as reflected in the questionnaire scores which predominantly fell into the "Agree" and "Strongly Agree" categories. Interview data supported this, showing that learners felt more confident, less anxious, and more engaged when instructors used specific patterns such as mind reading, complex equivalence, presupposition, conversational postulate, etc. The findings suggest that hypnotic language patterns, when strategically integrated into classroom discourse, can significantly enhance the effectiveness of speaking instruction in non-formal educational settings. This study highlights the pedagogical value of language influence strategies in fostering supportive learning environments and improving learners’ communicative competence.