38 RE-PROMOTING AUTONOMOUS LEARNING FOR UNIVERSITY STUDENTS: A LESSON FROM PANDEMIC COVID-19 Girindra Putri Ardana Reswari 1* , James Kalimanzila 2 , 1 Lecturer at Vocational School, Diponegoro University, Tembalang – 50275, Semarang, Indonesia. 2 Post Graduate School, Airlangga University, 4-6 Airlangga Rd., 60286 Surabaya, Indonesia. Corresponding author’s email: girindra.reswari@live.undip.ac.id Article History Received : March 08 th , 2021 Revised : March 17 th , 2021 Accepted : April 05 th , 2021 Published : May 09 th , 2021 Abstract: Autonomous learning shifts the focus from teaching to learning in relation to lifelong learning skills. This system helps students to get direct skills and knowledge from different sources rather than focusing on passing their examinations. However, lecturers remain as an advisor and guider. This paper describes the application of autonomous learning and why it is essential to be promoted massively again especially during and after the COVID-19 issue. This study aims to re-promote the practice of autonomous learning as an alternative strategy in learning system due to social distance policy resulted from pandemic covid-19 era. This research has used qualitative research method, both primary and secondary information were collected from various sources such as observation, reading published articles, newspapers, books, social media, universities reports and students’ forums, as well as document analysis on the previous research of autonomous learning. Results of the research shows that autonomous learning is a best alternative learning strategic in this tragedy pandemic covid-19 era. However, in order to facilitate and enable this learning student’s readiness is more important, this is because it is a self - learning approach. As the conclusion and suggestion, the development of digital service and online studies have increased and stimulated the use of this system. Key words: University Students; Readiness; Autonomous Learning; Re- Promoting; Covid-19 INTRODUCTION According to Richards (2012): Learner autonomy relates to a principle that learners should deal with an increasing their responsibility upon what they learn and how they learn it. Autonomous learning is said to make learning more personal and focused and, consequently, is said to achieve better learning outcomes, since learning is based on learners’ needs and preferences. It contrasts with the traditional teacher-led approach in which most decisions are made by the teacher. Concept of autonomous learning has gained most of its momentum in recent years, although the term was first used back in 1981 by Frenchman Henri Holec, largely regarded as the ‘father’ of learner autonomy. Autonomous learning shifts the focus from teaching to learning. It does not mean that the teacher becomes redundant, abdicating their control over the learning process, but it does mean the student makes decisions about what and how they learn. The teacher’s role is to provide support, encouragement and advice or knowledge when asked. They help the student accomplish things the student themselves wants to achieve. It changes the relationship between students and teachers because the teacher becomes a useful resource in helping them to achieve their goals, rather than somebody who is going to lecture, judge and test them. Moreover, there are five principles for achieving autonomous learning: Active involvement in student learning, providing options and resources, Offering choices and decision-making opportunities, supporting learners, Encouraging reflection Covid-19 have brought many challenges in learning system. In this pandemic era online learning and digital system have become more useful in self-learning due to social distance resulted from Covid-19. However, there are different style of learning of each student, internet network which then lead to ISSN (Print): 2502-7069; ISSN (Online): 2620-8326