Edi Ramawijaya Putra

This paper discusses Buddhism-based values and current global awareness that can be used as self-directed insights for today's educators practices. This step is hypothetically significant to be emerged and tailored in a daily pedagogical implementation as grass-root implementer of the national education policy adopted by every countries. Educators and their learners are the small miniature of the global representation which covers differences, variety of identities, cultural diversities as well as religious ideology. For this purpose, in-depth descriptive exploration is used to review and discuss the related issues, findings, and current perspectives toward the theme. Reinvention of the Buddhist values of education does not mean to create a particular system or structure but rather making the contextual and engaged Buddhism towards to classroom pedagogical approach. This paper reviews some best-practices from researcher to implement Buddhist foundations as regular basis within a secular, mainstream curriculum. This paper also suggests the global awareness and Buddhist education values would enhance the output of today's learners who become the next future generation.

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The research aimed to explore beliefs of sociolinguistic competence from Indonesian EFL (English as a Foreign Language) teachers. Two teachers were carefully chosen to participate in the research. Data were collected through semi-structured interviews, analyzed, and interpreted using the critical descriptive method. The research finds that EFL teachers express their beliefs in various terms, ideologies, and perspectives. The result indicates that the EFL teachers' beliefs about sociolinguistic competence are equivalent to the concepts of spatial repertoire, principled-polycentrism, resourceful speakers, and sociolinguistics as mobility. It also indicates that EFL teachers' pedagogical affordances in determining learning objectives, selecting materials and media for learning, implementing classroom strategies, and choosing appropriate evaluation for their teaching are influenced by their beliefs of sociolinguistic competence. The research suggests that Indonesian EFL teachers should be awarded the freedom to develop sociolinguistic competence based on their classroom context and learners' heterogeneity. With the presence of a national curriculum (known as K13) that gives more spaces for sociolinguistic competence to take place, teachers should transform their paradigm of seeing classroom interaction in EFL classroom to be more sociolinguistically-aware to transform the static, predetermined , and motionless definition of sociolinguistic competence to a more dynamic, fluid, and varying. These transformations can be made by imparting sociolinguistic competence in teachers' education and teachers' professional development programs.

this research article discusses EFL teachers' knowledge about sociolinguistics in EFL pedagogy that applied in the classical context of English subjects under Curriculum 2013 implementation. One targeted-sample of the EFL classroom was observed to explore the focus. Using a qualitative approach, this study had found unique understandings from the participant that deals with their metacognition of sociolinguistics in EFL pedagogy. The knowledge was clustered into Bloom's taxonomy of knowledge which was considered to be the essential cognition that must be understood by EFL teachers in Indonesia. These knowledge include factual, conceptual, and procedural dimensions. The results of this study provide several pedagogical implications such as revitalizing the orientation of sociolinguistic to attain learning objectives stated in the curriculum, making sense the objectives of English in Curriculum 2013, and reorienting EFL teachers' professional development as well as pre-service teachers' education to engage more on the development of the practices in EFL classroom through the benefits of the knowledge of sociolinguistics in EFL pedagogy.

The research aimed to explore beliefs of sociolinguistic competence from Indonesian EFL (English as a Foreign Language) teachers. Two teachers were carefully chosen to participate in the research. Data were collected through semi-structured interviews, analyzed, and interpreted using the critical descriptive method. The research finds that EFL teachers express their beliefs in various terms, ideologies, and perspectives. The result indicates that the EFL teachers’ beliefs about sociolinguistic competence are equivalent to the concepts of spatial repertoire, principled-polycentrism, resourceful speakers, and sociolinguistics as mobility. It also indicates that EFL teachers’ pedagogical affordances in determining learning objectives, selecting materials and media for learning, implementing classroom strategies, and choosing appropriate evaluation for their teaching are influenced by their beliefs of sociolinguistic competence. The research suggests that Indonesian EFL teachers should ...

this research article discusses EFL teachers’ knowledge about sociolinguistics in EFL pedagogy that applied in the classical context of English subjects under Curriculum 2013 implementation . One targeted-sample of EFL classroom was observed to explore the focus. Using a qualitative approach, this study had found unique understandings from the participant that deals with their metacognition of sociolinguistics in EFL pedagogy. The knowledge was clustered into Bloom’s taxonomy of knowledge which was considered to be the essential cognition that must be understood by EFL teachers in Indonesia. These knowledge include factual, conceptual, and procedural dimensions. The results of this study provide several pedagogical implications such as revitalizing the orientation of sociolinguistic to attain learning objectives stated in the curriculum, making sense the objectives of English in Curriculum 2013, and re-orienting EFL teachers’ professional development as well as pre-service teachers’...