Thursday, October 8, 2026

Kebenaran pada dasarnya bersifat lurus, jelas, dan tidak membutuhkan banyak rekayasa

 


Dalam perspektif Islam, kebenaran pada dasarnya bersifat lurus, jelas, dan tidak membutuhkan banyak rekayasa, sedangkan kebohongan cenderung menjadi rumit karena harus ditopang oleh kebohongan-kebohongan lain. Al-Qur’an menggambarkan pentingnya perkataan yang benar melalui firman Allah: “Wahai orang-orang yang beriman! Bertakwalah kamu kepada Allah dan ucapkanlah perkataan yang benar (qaulan sadīdan)” (QS. Al-Ahzab [33]: 70). Kebenaran tidak memerlukan banyak versi cerita untuk mempertahankan konsistensinya karena ia berangkat dari kenyataan. Sebaliknya, ketika seseorang berbohong, ia harus mengingat apa yang telah dikatakannya, menyesuaikan cerita dengan keadaan, dan terkadang menciptakan kebohongan baru untuk menutupi kebohongan sebelumnya. Karena itu, kebohongan sering digambarkan sebagai sesuatu yang “berkelok-kelok”, sementara kebenaran memiliki jalan yang lebih lurus dan sederhana.

Hal ini sangat kuat dalam ajaran Nabi Muhammad ﷺ tentang kejujuran (ṣidq). Dalam hadis riwayat al-Bukhari dan Muslim, Rasulullah ﷺ bersabda bahwa kejujuran membawa kepada kebajikan (al-birr), dan kebajikan membawa ke surga; seseorang yang senantiasa berkata benar akan dicatat di sisi Allah sebagai orang yang sangat jujur (ṣiddīq). Sebaliknya, beliau memperingatkan bahwa kebohongan membawa kepada kejahatan (al-fujūr), dan kejahatan membawa ke neraka, hingga seseorang yang terus-menerus berdusta dicatat sebagai pendusta. Hadis ini menunjukkan bahwa kejujuran bukan sekadar persoalan berkata sesuai fakta, tetapi merupakan jalan moral yang membentuk karakter dan mengarahkan manusia kepada kebaikan. Sekali seseorang memilih kebohongan, ia dapat terdorong untuk mempertahankan kebohongan tersebut dengan kebohongan berikutnya, sehingga persoalan yang semula sederhana menjadi semakin kompleks.

Dengan demikian, “kebenaran itu lurus, sedangkan kebohongan itu berkelok-kelok” dapat dipahami sebagai gambaran moral dan psikologis yang sangat relevan dengan prinsip Islam. Allah juga memerintahkan orang beriman untuk menjadi orang-orang yang teguh dalam menegakkan kebenaran dan keadilan: “Wahai orang-orang yang beriman! Jadilah kamu penegak keadilan, menjadi saksi karena Allah, sekalipun terhadap dirimu sendiri...” (QS. An-Nisa’ [4]: 135). Kebenaran mungkin terkadang terasa sulit untuk diucapkan karena dapat menuntut keberanian dan kejujuran terhadap diri sendiri, tetapi setelah diucapkan, ia tidak membutuhkan banyak penjelasan yang dibuat-buat. Kebohongan mungkin tampak sebagai jalan yang mudah pada awalnya, tetapi semakin jauh seseorang berjalan di dalamnya, semakin banyak “jalan kecil” yang harus dibuat untuk mempertahankan cerita yang tidak benar. Karena itu, Islam menempatkan ṣidq sebagai salah satu fondasi utama akhlak seorang Muslim: berkata benar, menepati kenyataan, dan berani mempertahankan kebenaran sekalipun tidak selalu menguntungkan diri sendiri.

Major Topics in English Semantics

 Major Topics in English Semantics


http://bit.ly/ebookSEMANTICS

CLICK HERE FOR FULL DOWNLOAD http://bit.ly/semanticsmania

INTRODUCTION TO SEMANTICS- a summary of Kreidler’s Introduction to semantics

Semantics is the linguistic study of meaning: how English words, phrases, and sentences convey meanings. It is usually divided into lexical semantics (word meaning) and sentence/formal semantics (how meanings combine and how truth relations work).studylib+1

Word Meaning

  • Sense and reference
    Sense is the concept expressed by a word; reference is the actual entity it points to in a context or world.
    Example: the morning star and the evening star have different senses, but both can refer to Venus.courses.washington+1

  • Denotation and connotation
    Denotation is the central, dictionary-like meaning. Connotation is the emotional or cultural association.
    Example: home denotes a place where someone lives, but it may connote warmth, safety, and family.

  • Semantic features / componential analysis
    Words can be analyzed through smaller meaning components.
    Example: woman may be described as [+ℎ𝑢𝑚𝑎𝑛], [+𝑎𝑑𝑢𝑙𝑡], and [+𝑓𝑒𝑚𝑎𝑙𝑒], while girl differs mainly in [−𝑎𝑑𝑢𝑙𝑡].

  • Polysemy and homonymy
    Polysemy means one word has related meanings; homonymy means identical forms have unrelated meanings.
    Example: head in “head of a person” and “head of a department” is polysemous. Bank meaning “financial institution” and bank meaning “side of a river” are homonyms.

  • Ambiguity
    An expression is ambiguous if it permits more than one interpretation.
    Example: “Visiting relatives can be annoying” can mean that relatives who visit are annoying, or that the activity of visiting relatives is annoying.uaic

Lexical Relations

  • Synonymy
    Words are synonymous when their meanings are very similar, though rarely perfectly identical.
    Example: begin and start.

  • Antonymy / opposition
    Opposites occur in several forms:

Friday, October 2, 2026

EXAMPLE OF DISCUSSION GENRE TEXT: TWO-SIDED ESSAY

 Should Students Use AI in English Writing?

Artificial Intelligence (AI) tools are becoming very popular in education today. Many students now use AI programs to assist them with their schoolwork, especially in language classes. However, teachers and researchers have different opinions about using these digital tools for writing tasks. This leads to an important question: should students use AI in English writing?

On the positive side, supporters argue that AI helps students generate new ideas during the writing process. When students feel stuck or face writer's block, AI tools can suggest outlines, topics, and creative angles to help them start writing. Generative AI acts like a digital brainstorm partner that guides learners through the initial planning stage of an essay (Li et al., 2024).

Additionally, AI tools help students improve their grammar and vocabulary in real time. These tools can quickly highlight spelling errors, fix incorrect sentence structures, and suggest better word choices as students’ type (Waziana et al., 2024). This instant feedback allows learners to notice their language mistakes immediately and make quick revisions to their work.

On the other hand, critics worry that relying too much on AI may reduce students' independent thinking skills. If students let computers organize their thoughts and write sentences for them, they may lose the ability to analyze information critically on their own (Liu, 2024). Over time, learners might become passive and struggle to produce original thoughts without digital help.

Furthermore, another major concern is that AI can encourage academic dishonesty and plagiarism. Some students might copy AI-generated essays directly and submit them as their own work instead of practicing their own writing (Shi & Aryadoust, 2024). Because AI can generate full paragraphs in seconds, it makes cheating easier if there are no clear rules in place.

In conclusion, AI in English writing brings both helpful benefits and serious risks. While it offers useful support for brainstorming and grammar, it can also harm independent thinking and lead to plagiarism if misused. Therefore, AI can be a useful learning tool only when students use it responsibly alongside clear guidance from their teachers (Fleckenstein et al., 2024).

References

Fleckenstein, J., Liebenow, L. W., & Meyer, J. (2024). Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions. Computers and Education: Artificial Intelligence, 6, Article 100199. https://doi.org/10.1016/j.caeai.2023.100199

Li, M., Han, J., & colleagues. (2024). Exploring ChatGPT-supported teacher feedback in the EFL context. System, 126, Article 103502. https://doi.org/10.1016/j.system.2024.103502

Liu, W. (2024). A systematic review of automated writing evaluation feedback: Validity, effects and students’ engagement. Language Teaching Research Quarterly, 45, 86–105. https://doi.org/10.32038/ltrq.2024.45.05

Shi, H., & Aryadoust, V. (2024). A systematic review of AI-based automated written feedback research. ReCALL, 36(2), 145–162. https://doi.org/10.1017/S0958344023000265

Waziana, W., Andewi, W., Hastomo, T., & Hasbi, M. (2024). Students’ perceptions about the impact of AI chatbots on their vocabulary and grammar in EFL writing. Register Journal, 17(2), 352–382. https://doi.org/10.18326/register.v17i2.352-382

 

EXAMPLE OF EXPOSITION:ONE-SIDED OPINION

 Students should use AI in English writing

Artificial Intelligence (AI) is changing how students learn to write. In traditional classes, students usually write an essay, hand it in, and wait for the teacher to grade it. Today, AI digital tools give students instant help as they write. Research shows that AI helps teachers by giving students extra, immediate feedback on their drafts (Guo & Wang, 2024; Shi & Aryadoust, 2024). Instead of replacing real teachers, AI works best as a helpful assistant while teachers guide the learning process (Li et al., 2024). Therefore, AI should be used in English writing classes as a powerful tool to help students become independent writers.

First, AI helps students get started and build basic language skills. Many new writers struggle with writer's block or finding the right words. AI tools can suggest topic ideas, outline essay structures, and offer new vocabulary. They also catch grammar mistakes as students’ type (Waziana et al., 2024). However, students must learn to check AI suggestions carefully because these tools can sometimes make mistakes or give confusing advice (Shi & Aryadoust, 2024).

Second, AI gives instant feedback so students can fix their mistakes right away. In large classrooms, teachers often need days or weeks to grade papers. By the time students get their papers back, they may have forgotten what they wrote. AI gives immediate notes on sentences, word choice, and organization (Li et al., 2024). This fast feedback keeps students motivated and makes revising fun and effective (Fleckenstein et al., 2024). Still, AI should support teacher grading, not replace it, because human feedback is often more accurate and meaningful (Steiss et al., 2024).

Third, using AI teaches students how to check and improve their own writing. Simply fixing errors because a computer told you to does not help you learn. To become better writers, students must figure out why a correction is needed. AI points out passive sentences, confusing ideas, or repeated words, acting like a mirror for student writing. Over time, this helps students build self-editing skills so they can fix their own mistakes independently.

In conclusion, AI is a valuable addition to modern English classes. It helps students brainstorm ideas, learn new words, fix grammar errors, and revise faster. When combined with a teacher's guidance, AI helps students think critically about their work and build strong, independent writing habits (Fleckenstein et al., 2024; Li et al., 2024). Ultimately, AI serves as a helpful companion to traditional writing instruction.

References

Fleckenstein, J., Liebenow, L. W., & Meyer, J. (2024). Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions. Computers and Education: Artificial Intelligence, 6, Article 100199. https://doi.org/10.1016/j.caeai.2023.100199

Guo, K., & Wang, D. (2024). To resist it or to embrace it? Examining ChatGPT’s potential to support teacher feedback in EFL writing. Education and Information Technologies, 29(7), 8435–8463. https://doi.org/10.1007/s10639-023-12146-0

Li, M., Han, J., & colleagues. (2024). Exploring ChatGPT-supported teacher feedback in the EFL context. System, 126, Article 103502. https://doi.org/10.1016/j.system.2024.103502

Shi, H., & Aryadoust, V. (2024). A systematic review of AI-based automated written feedback research. ReCALL, 36(2), 145–162. https://doi.org/10.1017/S0958344023000265

Steiss, J., Tate, T., Graham, S., Cruz, J., Hebert, M., Wang, J., Moon, Y., Tseng, W., & Olson, C. B. (2024). Comparing the quality of human and ChatGPT feedback of students’ writing. Learning and Instruction, 91, Article 101894. https://doi.org/10.1016/j.learninstruc.2024.101894

Waziana, W., Andewi, W., Hastomo, T., & Hasbi, M. (2024). Students’ perceptions about the impact of AI chatbots on their vocabulary and grammar in EFL writing. Register Journal, 17(2), 352–382. https://doi.org/10.18326/register.v17i2.352-382

Thursday, October 1, 2026

5 Wilayah Muslimin around the Globe yang terdampak Genosida, Konflik dan Kekerasan




Lima tragedi besar yang menimpa umat Islam saat ini adalah genosida dan persekusi di Palestina, Xinjiang (Uyghur), Myanmar (Rohingya), India, dan Sudan. Semua kasus ini telah didokumentasikan oleh PBB, Amnesty International, Human Rights Watch, dan lembaga internasional lain sebagai pelanggaran berat HAM, banyak di antaranya memenuhi kriteria genosida.



1. Palestina

  • Korban: Lebih dari 42.000 warga Palestina tewas sejak Oktober 2023, termasuk 13.300 anak-anak.

  • Metode: Serangan udara, penghancuran kota, blokade makanan dan obat, serta penahanan massal.

  • Status hukum: Amnesty International dan laporan PBB menyatakan tindakan Israel memenuhi unsur genosida menurut Konvensi Genosida 1948.

2. Uyghur di China

  • Korban: Lebih dari 1 juta Uyghur ditahan sejak 2017 di kamp “re-edukasi”.

  • Metode: Penahanan massal, kerja paksa, steriliasi paksa, pemisahan keluarga, penghapusan budaya dan agama.

  • Status hukum: AS dan beberapa negara menyebutnya genosida; laporan PBB menyatakan bisa dikategorikan sebagai kejahatan terhadap kemanusiaan.

3. Rohingya di Myanmar

  • Korban: Sejak 2017, lebih dari 700.000 Rohingya melarikan diri ke Bangladesh; ribuan tewas akibat operasi militer.

  • Metode: Pembunuhan massal, pemerkosaan, pembakaran desa, pengusiran sistematis.

  • Status hukum: ICJ sedang mengadili Myanmar atas dugaan pelanggaran Konvensi Genosida; laporan PBB menyebut kejahatan ini sebagai “gravest crimes under international law.”

4. Persekusi Muslim di India

  • Korban: Puluhan Muslim tewas tiap tahun akibat lynching, serangan massa, dan kebijakan diskriminatif.

  • Metode: Kekerasan vigilante (cow vigilantes), pembakaran rumah, pembatasan hak pilih, pembongkaran masjid, ujaran kebencian.

  • Status hukum: USCIRF merekomendasikan India sebagai “Country of Particular Concern” sejak 2019; pola kekerasan disebut sebagai apartheid dan persiapan pembersihan etnis.

5. Sudan (Darfur)

  • Korban: Ribuan tewas dalam serangan RSF di El Fasher (Oktober 2025), termasuk lebih dari 6.000 orang dalam tiga hari.

  • Metode: Pembunuhan etnis, pemerkosaan massal, penyiksaan, pengepungan 18 bulan yang menyebabkan kelaparan.

  • Status hukum: PBB menyatakan tindakan RSF memiliki “hallmarks of genocide” terhadap komunitas Zaghawa dan Fur.