For the future researchers For the English Language Education Study Program

11 increasing number of classroom situations. It is supported by Benson ‟s statement 2011, a teacher has two roles as a facilitator and counselor. According to Lier 1996, autonomy is about student‟s choice and responsibility. It is supported by Schaler and Szabo‟s statement 2005, autonomy will start when responsibility starts. In addition, Holec 1981 explains that autonomy is th e ability to take charge of one‟s own learning and having self- initiatives to learn about something. It indicates that the students also have to be responsible and aware of what they need. In addition, Benson 2011 states that autonomy consists of self-management, control over cognitive process and decision concerning the content of learning. The students are expected to be able to manage their needs and control their decision in the learning processes. There are two kinds of learning autonomy which is stated by Littlewood 1999, p.74. First is proactive autonomy. It is somewhat idealistic in the effort of promoting autonomy in language learning. The students have the capability to determine the objective, select technique, and method, and also evaluate what they have learned in order to take charge of their learning. It is very applicable in Western Culture because the lecturer gives full authority for the students to choose their objectives, select techniques, and methods, and also evaluate what they have done. The lecturer takes a part as an assistant to assist students‟ process of learning. The kind of autonomy is in line with Holec‟s 1981 definition. Second is reactive autonomy, reactive autonomy means that the students regulate the activities when the direction is set by the external authority. It is applicable to Asian learners because in Eastern Culture, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 12 there is a strong interdependence relation between the lecturer and the students in the learning process. The students still need support and stimulus from the teacher Littlewood, 1999. In this part, the students are given a chance after the lecturer‟s instruction in their learning process. It needs interdependence between the students and the lecturer. It means that the lecturer and the students need each other and have to be able to collaborate in the learning processes. According to Thanasoulas 2000, p.117, the principle of learner autonomy is that students independently choose goals, choose materials, methods, and tasks and do the evaluation by themselves. It means that they are responsible and able to be the responsible learners to their own path. According to Lier 1996, autonomy is having freedom of choice, exploration, personal preferences, but also the responsibility for the learner‟s own and companion‟s journey. An autonomous learner must be able to make significant decisions about what is to be learned, as well as how and when to do it. In addition, Scharle and Szabo 2005 state that the responsible learner is learner‟s capability to accept the idea that his or her own efforts are crucial to the progress of the learning. It also has to do with self- directed learning. When the students learn about something, they need to practice, especially in language learning. Murray, Gao and Lamb 2011 state that learning autonomy faces instability, variability and adaptability. The students are able to face unstable and not always the same situation and also to adapt to some situation. Autonomy can be influenced from the internal, such as a willingness to learn in an independent way so that it cannot be forced by other people because it