2025年大學(xué)《印度尼西亞語》專業(yè)題庫——印尼文學(xué)作品中的愛情主題分析考試時間：______分鐘總分：______分姓名：______1.SaatmempelajaripuisiS.TjanarMulyoyangberjudul"Doa",sebagianbesarmahasiswaFilsafatBahasaIndonesiamenemukantemacintayangdinyatakansecaralangsung.Apakahpendapatinibenar?JelaskanargumenAndadenganmerujukpadafrasa-frasaspesifikdaripuisitersebut.2.Dalamnovel"Sajadah"karyaPramoedyaAnantaToer,hubunganantaraSajadahdenganIbu(Rahayu)seringkalidikarakteristikkansebagaibentukcintayangmendalam.BagaimanakarakterSajadahmengekspresikancintaataurasakepatuhanterhadapIbu?AnalyzehalinidenganpertimbangankontekssejarahdansosialyangmendasarinyadalamkerangkabudayaJawa.3.Padanovel"BumiManusia"jugakaryaPramoedya,temacintatidakhanyaterbataspadahubunganromantik.Karakterismenya,sepertiNyaiOntosorohdanJatikusumo,menunjukkanpolainteraksiyangkompleks.Jelaskanbagaimanapolainteraksisosialdanemosionalantarakeduakarakterinidapatdilihatsebagaimanifestasidaribentukcintaataupersatuanyangberbedadalamkonteksperjuangankelasdanketidakadilan.4.Analisisbagaimanamotif"cinta"dalamkaryasastraIndonesiamodern(misalnyadariera1950-anhingga1980-an)menunjukkanpergeseranmaknaataupenekanantemadibandingkandengansastrakuno(治療前代)atausastrakolonial.SertakancontohkaryasastraspesifikuntukmendukungargumenAnda.5.PadakesempatanbelajarmengenaipuisiModernIndonesia,ditemukanbahwabanyakmahasiswakesulitanmemahamimaknapuisiyangmenggunakanmetaforacintayangterlaluabstrak.Sebagaiseorangdosen,apakahAndasetujudenganpermasalahanini?JelaskansolusiAndadalammengajarkanpengertidananalisistemacintadalampuisimodernIndonesiakepadamahasiswayangsedangbelajarBahasaIndonesiasebagaibahasaasing.Gunakanpendekatanpedagogissebagaicontoh.6.TolokukurapayangpalingpentinguntukmenilaikualitasanalisistemacintadalamsebuahkaryasastraIndonesia?Jelaskansecarakomprehensifberdasarkanprinsip-prinsipanalisissastraAnda.試卷答案1.解析思路：首先判斷觀點正誤。S.TjanarMulyo,作為一位穆斯林詩人，其作品常帶有宗教和哲思色彩。需要仔細(xì)閱讀《Doa》這首詩，尋找直接表達(dá)愛意的語句。若找到，需論證其表達(dá)方式（可能較為含蓄或與信仰結(jié)合）；若未找到或找到的是對真主、家庭、鄰里的愛等，則需論證其表達(dá)的并非世俗意義上的“直接”愛情，而是更廣泛的、符合其信仰體系的“愛”的概念。答案應(yīng)基于文本細(xì)讀，結(jié)合作者背景和詩歌語境進(jìn)行反駁或部分認(rèn)同的論證。*答案要點：否定觀點。TjanarMulyodalam"Doa"lebihmenekankandoauntukkebutuhanumat,keluarga,dankebangunandunia,bukancintaromantiklangsung.Cintayangdinyatakanadalahcintaagama(kepadaTuhan)dancintasosial(kepadamanusia/umat),yangdiungkapkansecarametaforaataumelaluidoa,bukanlangsung.Frasaspesifikdapatdiambilmengenaidoauntukkesejahteraanumat,keluarga,ataukebangunanIslam.2.解析思路：分析Sajadah'sloveforIbu.需要深入理解小說中Sajadah與Ibu的互動細(xì)節(jié)、對話、行為。Sajadah'sexpressionsmightincludedeeprespect,obedience,careshownthroughactions,perhapsasenseofdutyorevenaformofspirituallovederivedfromthestrongmaternalfigureinJavaneseculture.Theanalysismustconnectthesebehaviors/descriptionstothehistoricalcontext(Dutchcolonialism,resistance)andJavaneseculturalvalues(gotongroyong,respectforelders/parents).Howdoesthislovemanifestdifferentlyfromromanticlovebutstillbeapowerfulforcewithinthestory?*答案要點：Sajadahexpresseslovethroughdeeprespect,obedience,andcareforIbu'swell-being.ThisloveisintertwinedwithJavanesevaluesoffilialpietyandthestrengthfoundincommunalsupport(gotongroyong)duringdifficulttimes.It'snotromanticlovebutaprofoundemotionalandspiritualbondrootedinculturalnormsandthesharedstruggleagainstoppression.ActionslikedefendingIbu,seekingheradvice,ormanagingthehouseholddemonstratethislovewithinthehistoricalcontextofcolonialresistance.3.解析思路：AnalyzeNyaiOntosorohandJatikusumo'srelationship.Thisrequireslookingattheirinteractions,powerdynamics,andemotionalexpressions.Their"love"orunitymightbecomplex,perhapsbornoutofsharedsuffering,mutualdependence,politicalalliance,orevenaforbiddenattractioncomplicatedbysocialstatusandhistoricalevents.Theanalysisshouldfocusonhowthiscomplexrelationshipreflectsbroaderthemeslikepower,exploitation,resistance,andthesearchforhumanconnection/unity("persatuan")amidstinjustice.Howdoestheirbonddifferfromconventionallove?*答案要點：Therelationshipiscomplex,notpurelyromantic.It'scharacterizedbymutualdependencebornfromsharedadversityundercolonialismandwithinarigidsocialhierarchy.Theremightbepowerdynamicsinfluencedbytheirroles(Ontosorohasahigh-rankingconcubine,Jatikusumoasarevolutionary).Their"love"orunity("persatuan")ismoreaboutsolidarityinstruggle,abondforgedinsufferingandsharedgoalsagainstthecolonizers,ratherthanpersonal,romanticpassion.Thisreflectstheharshrealitiesandcomplexitiesofhumanrelationshipsduringthatperiod.4.解析思路：Comparetheevolutionofthe"love"theme.ThisrequiresidentifyingkeyworksandmovementsinIndonesianliteratureacrossdifferenteras.Pre-modern/nominalliteraturemightfocusoncourtlylove,religiouslove,orlovewithinfamilialstructures,oftenconstrainedbysocialnorms.Colonialeraliteraturemightexploreloveunderoppression,theconflictbetweenWesternidealsandEasternvalues,ortheforbiddenlovebetweencharactersofdifferentsocialclassesornationalities.Moderneraliterature(post-independence)mightexploremorediverseforms:loveasarevolutionaryideal,loveamidstreconstruction,individualisticlove,orthedisillusionmentwithlove.Theanalysisshouldtracetheseshiftsinfocus,context,andtheportrayalofhumanrelationships.*答案要點：Thethemeof"cinta"evolvessignificantly.Pre-modern/nominalliteratureoftendepictslovewithinstrictsocial/religiousframeworks(e.g.,RadenPatah'slovestoriesreflectingJavanesecourtlytraditions).Colonialeraliterature(likeSjawan'swork)oftenportraysloveconstrainedbycolonialism,socialclasses,ornationalidentityconflicts(e.g.,thetragedyofmixed-racerelationships).Moderneraliterature(post-independence,e.g.,Pramoedya,TsjongGoanSjarwo)exploresloveinvariouscontexts:asarevolutionaryforce,loveamidstsocietalrebuilding,individualisticromanticlove,orlove'sfragilityinachangingworld.Thefocusshiftsfromtraditional/socialconstraintstobroadersocio-politicalcontextsandindividualexperiences.5.解析思路：AddressthedifficultyofunderstandingabstractlovemetaphorsinmodernpoetryforL2learners.First,acknowledgethechallenge(culturalnuances,abstractlanguage,unfamiliarpoeticconventions).Then,proposepedagogicalsolutions.Focusonbuildingbackgroundknowledge(culturalcontext,history,Javanesephilosophy).Usecomparativeanalysis(contrastingwithliterallanguage).Employsensorydetailsandimageryassociation.Guidestudentsthroughdeconstructionofmetaphorsstep-by-step.Usemultimediaaids(images,music)ifappropriate.Encouragepersonalconnectionandinterpretation.Modelanalysis.ThesolutionshouldbepracticalandrootedinL2teachingmethodology.*答案要點：AcknowledgethedifficultyduetoculturalabstractionandL2processing.Solutionsinclude:1)Pre-teachingessentialculturalandhistoricalcontext;2)Providingparallelsimplertextsorexamples;3)Usingvisualaidsorsensoryassociationstobridgethegapbetweenabstractconceptandconcreteimage;4)Employingcomparativeanalysistechniques(e.g.,comparingmetaphortoliteraldescription);5)Guidingstudentsthroughthedecodingprocessofmetaphorswithexamples;6)Encouraginginterpretationandpersonalconnectionwhileprovidingframework;7)Usingthink-aloudprotocolsduringanalysismodeling;8)CreatingasupportiveenvironmentforL2learnerstoattemptcomplexinterpretations.6.解析思路：Determinekeycriteriaforevaluatinglovethemeanalysisquality.Thisrequiresreflectingonprinciplesofliterarycriticismandacademicwriting.Keycriteriainclude:1)TextualEvidence:Strongrelianceonspecific,relevantquotesanddetailsfromthetext;2)DepthofAnalysis:Movingbeyondsummarytointerpretmeanings,implications,andnuancesoftheportrayaloflove;3)CriticalPerspective:Applyingrelevantliterarytheoriesorcriticallenses(e.g.,feminist,historical,cultural)toofferinsightfulperspectives;4)CoherenceandStructure:Logica