The purpose of this study was to determine students' readiness for autonomous learning of English subjects. This research is descriptive. The sample of this study was thirty-four tenth-grade students. This study uses direct and indirect methods, namely interview guidelines and questionnaires. The data analysis used the mixed method, and the researcher used a closed questionnaire and semi-structured interviews. The data from the questionnaires were analyzed quantitatively using the Statistical Package for
Social Science (SPSS) software version 22 and Microsoft Excel 2011 desktop version.
The results of the questionnaire reported that the highest average score was 3.18. About 59% of students always have a learning achievement target for autonomous learning in learning English, and the level of interpretation of
students is grouped between medium and high levels. Based on the results of the interviews, students are ready to learn more responsibilities in many areas of the English learning process. In conclusion, students are ready for autonomous learning in English lessons because students have the characteristics of autonomous. However, students need to plan their learning process, set goals, and take a more active role in negotiating the teaching and learning process. In addition, teachers and students must exchange ideas to find learning styles that can be used to implement
autonomous learning.

Keywords: Readiness, Autonomous Learning, English Subject