USING SNAKE AND LADDER GAMES IN
TEACHING SPEAKING TO THE SECOND YEAR
STUDENTS OF SMAN 1 TAKALAR
A Thesis
Submitted in Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan in English Education Department of
Tarbiyah and Teaching Science Faculty of UIN Alaudddin Makassar
By:
MUHAMMAD FAJAR SIDIQ Reg. Number: 20400112056
ENGLISH EDUCATION DEPARTMENT TARBIYAH AND TEACHING SCIENCE FACULTY
ALAUDDIN STATE ISLAMIC UNIVERSITY MAKASSAR
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ACKNOWLEDGEMENTS
Alhamdulillahi rabbil alamin.
Alhamdullilahi Rabbil Alamin, the researcher would like to express his deepest gratitude to the Almighty Allah SWT who has been giving His Mercy, Blessing, Inspiration and Good Health all the time to conduct the writing of this thesis. Salam and Shalawat are delivered to the great prophet Muhammad SAW who has brought human from the darkness to the lightness.
During the writing of the thesis, the researcher received much assistance from a number of people, for their valuable guidance, correction, suggestion, advice and golden support. Without them, the writing of this thesis would never have been possible to complete. Therefore, he would like to express the greatest thanks and appreciation for those people, they are:
1. The researcher’s family, his father (Kaharuddin) and his mother (Musyawarah) who have given their endless love, always give support and all of their praying for the researcher. Thank you very much for researcher’s grandparents, aunts, uncles, siblings, and cousins who have always reminded the researcher to keep his healthy.
2. Prof. Dr. H. Musafir Pabbari, M.S., as the Rector of UIN Alauddin Makassar.
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4. Dr. Kamsinah, M.Pd.I. and Sitti Nurpahmi, S.Pd.,M.Pd., as the Head and Secretary of English Education Department of Tarbiyah and Teaching Science Faculty of UIN Alauddin Makassar.
5. Prof. Hamdan Juhannis. M.A. Ph.D. and Dr. H. Abd. Muis Said. M.Ed. as researcher’s consultants for their enthusiasm in encouraging, immense knowledge in guiding, and their patience to teach the researcher.
6. Researcher’s best friends, Anggun Wicaksono, Wildana, Meidy yuhar Algifari, Aldi Venus, Asdar, Khaeril Amri, and Rustam for their support and solidarity.
7. Invicible Three Four 2012 as the best classmate who always support each othis. Their laugh is researcher’s strength.
8. EDIT, E-YouC, The Betel members, seniors and juniors who have been a part of researcher’s education life.
9. KKNPI friends in Pattani Thailand for their endless support.
10.The researcher also gives his deepest appreciation for everybody who failed to be mentioned. Thanks for being a part of researcher’s life.
Takalar, March 10th 2016
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TABLE OF CONTENTS
Page
COVER PAGE ... i
PERNYATAAN KEASLIAN SKRIPSI ... ii
PERSETUJUAN PEMBIMBING ... iii
PENGESAHAN SKRIPSI ……….. iv
ACKNOWLEDGMENTS ... v
TABLE OF CONTENTS ... vii
LIST OF FIGURES ……… ix
LIST OF TABLES ... x
LIST OF APPENDICES ……… . xi
ABSTRACT ... xii
CHAPTER I. INTRODUCTION ... 1
A. Background ... 1
B. Problem Statement ... 2
C. Research Objective ... 3
D. Research Significance ... 3
E. Research Scope ... 4
F. Operational Definition of Terms ... 4
CHAPTER II. REVIEW OF RELATED LITERATURE ... 5
A. Theotrical Description ... 5
a. Nature Speaking ………. 5
b. Teaching Speaking ……… 15
c. Board Game ………... 25
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B. Related Studies ... 31
C. Theotrical Framework ……….. 32
D. Hipothesis ……….. 33
CHAPTER III RESEARCH METHOD ... 34
A. Research Design ... 34
B. Variable of the Research ... 35
C. Population and Sample ... 35
D. Research Instruments ... 36
E. Procedure of Collecting Data ... 37
F. Techniques of Data Analysis ... 38
CHAPTER IV FINDINGS AND DISCUSSIONS ... 46
A. Findings ... 46
B. Discussions ... 51
CHAPTER V CONCLUSIONS AND SUGGESTIONS... 53
A. Conclusions ... 53
B. Suggestions ... 54
BIBLIOGRAPHY ... 55
APPENDICES ... 57
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LIST OF FIGURES
Figure Page
2.1. Theoretical Framework……….. 32
x
LIST OF TABLES
Table Page
4.1 The rate percentage of score experiment class in pre-test...……... 46
4.2 The rate percentage of score experiment class in pre-test ... 47
4.3 The rate percentage of score control class in pre-test …...……... 48
4.4 The rate percentage of score control class in pre-test …... 49
4.5 The difference of mean score between pre-test and post-test ….. 50
4.6 The mean score and standard deviation of students’ pre-test and post-test ………. 50
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LIST OF APPENDICES
TABLE Page
1. The Research Instrument (Pre Test) ... 57
2. The Research Instrument (Post Test) ... 57
3. The Score of the Pre Test and Post Test ... 58
4. The Result of Data Analysis ... 60
5. Distribution of T-table ... 68
6. Documentation ... 72
7. Snake and Ladder Game ... 74
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Consultant I Consultant II
:
Muhammad Fajar Sidiq 20400112056
English Education
Tarbiyah and Teaching Science
Using Snake and Ladder Game in Teaching Speaking to the Second Year Students of SMAN.1 Takalar
Prof. Hamdan Juhannis. M.A. Ph.D. Dr. H. Abd. Muis Said. M.Ed.
This research is about using snake and ladder game to the second year students at SMAN 1 Takalar.The problem statement of this research is How effective is the use of Snake and Ladder Game in teaching speaking skill to the second year students of SMA Negeri 1 Takalar. In addition, this research aims to To identify the effectiveness of using snake and ladder game in improving the second year students’ speaking skill at SMA Negeri 1 Talalar. The research designed used was quasi-experimental design. The study was conducted at the second year students of SMAN 1 Takalar in academic year of 2016/2017. The total number of population was 160 students.
The data were analyzed using descriptive statistic (frequency, mean score, and standard deviation) and inferential statistic (independent sample t-test). The research discovers that students’ speaking skill improved by Using Snake and Ladder Games by the increase of mean score of experimental class that is 7.65 in the pre-test and 10.85 in the post-test. The significance different between the experimental classed are shown through the collected data from the post-test. The more students were more active in speaking and they were not as shy as before. The result of the t-test also shown that Using Snake and Ladder Games is effective to improve students’ speaking skill because the t-test, 7.77, is higher than t-table, 2.03 (2.06 Ō2.04).
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CHAPTER I
INTRODUCTION
A. Background
There are some problems in teaching English in classroom, especially that are
related to productive skills, namely speaking skill. There are many students cannot speak well, because they seldom practice their English in speaking class. They feel
afraid to make mistakes in speaking English. It makes the students prefer to be quite or not active in speaking in class. The problem can indicate that the students find it difficult to use the foreign language because they have low motivation to practice
English in daily conversation. They are also too shy and afraid to take part in conversation. Many factors can cause the problem of the students. This will be
serious problem if teachers cannot solve the problem faster.
To overcome this problem, the teachers need to find the effective way to teach speaking. The teachers should create a media to make students speak up. Many media
can be used including games because many researches said that this media is effective to use in teaching speaking. Using game for teaching speaking will be effective way
to make student speak up and speak well. Because the material of English subject is very varied so the teachers are obligated to choose the suitable approach, strategy and media in other to achieve the teaching purposes easily, and the media will make
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The teacher can use board game as media in teaching and learning process. According to Hornby (1995:486) games is an activity that you do to have some fun. The board game in this case is snake and ladder.
Snakes and ladders games is one of games that can be used in teaching speaking .Using that game will help to improve speaking ability. Using game will
make the student interest to the lesson. Snake and ladder game is fun game to do in class. Snake and ladder games is a children's game that is played by two or more on a square board with 100 numbered squares.
The aim of this game is makes students confidence to speak English and vanish their feeling about afraid to speak up. Therefore the students can speak as
well. The important of this activity that the ritual is observed and no-one, including the teacher, speaks out of turn because students are the people who need the practice, not the teacher (Harmer,1998).
Based on the reason above, the writer is interested in explaining a media in teaching English, the media is snake and ladder games. This is one way to use for
teaching speaking skill. This game needs the speaker to be active. Teacher can help the students speak up by using snake and ladder games. By using snake and ladder games, it can be easy students to practice English in speaking.
B. ResearchQuestion
The lack of speaking in English at school especially in SMAN 1 Takalar is the
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follow: “How effective is the use of Snake and Ladder Games in teaching speaking skill to the second year students of SMAN 1 Takalar?”
C. ResearchObjective
This study aims at improving students speaking skill for the second students of SMAN 1 Takalar. The specific objective of this current research is: “To identify
the effectiveness of using snake and ladder games in improving the second year students’ speaking skill at SMAN 1 Talalar.”
D. ResearchSignificance
This research contributes significance both theoretically and practically. The researcher hopes that these contributions can become the benefits for the researcher
and all the people as well. 1. Theoretical Significance
First contribution to this research is theoretical significance. This significance
of the research can contribute one more theory of how effective using snake and ladder games towards the teaching and learning process, especially to speaking skill.
2. Practical Significance
Second contribution to this research is practical significance. There are many practical significances of the research which can be useful for students, teachers, and
for the next researchers. First, for the students, this research will be about using snake and ladder games where the researcher will conduct the model in learning so it will
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next researcher, this research can be the reference of his or her that related to the research.
E. ResearchScope
This research was about the use of snake and ladder games in speaking skill. In this research, the researcher focused on three criteria. The speaking criteria chosen
for this research are accuracy, fluency and comprehensibility. For the place, the research will be conducted at SMAN 1 Takalar. For the subject, the second students of SMAN 1 Takalar will be the subject to this research. The method that will be used
in this research is Quasi Experimental Design, Nonequivalent Control Group Design.
F. OperationalDefinitionofTerms
Snake and Ladder Games is a children’s game that is played by two or more on a squared board with 100 numbered squared (Aisyah Novita Permatasari;2014). On some squares or box, there are ladders and snakes. The objective is to reach the end of the board.
Snake and Ladder Games that will be conducted by the researcher is one of games that can be used in teaching speaking .Using that game will help to improve speaking ability. Using this game will make the student interest to the lesson. One of the interest games is snakes and ladders games. Snakes and ladders games is kind of simple game and it have been familiar in student second years at Senior High School.
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CHAPTER II
REVIEW OF RELATED LITERATURE
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릤䬬ꮠ릤䬬§ 릤§ꮠ릤산ꮠ§ 산§䬬릤릤䬬§산§ꮠ牨산ꮠ䀸§䬬ꮠ산§ 䨸ꮠö§릤릤§ꮠ릤산§䘐ꮠ § 릤산 § 릤§䘐 릤§ 릤䀸§牨릤릤§ 䨸갬 §릤 산갬릤§갬릤릤ꮠ갬§릤산䨸䬬릤§ 릤䀸§䘐ꮠ䬬 §§릤§ ꮠ릤䀸§산§§릤䬬산ꮠ䬬 §산§牨산ꮠ산ꮠ§䬬ꮠ산§릤산ꮠ䬬ö§산§산䬬§산䬬산ꮠ§릤 릤䬬§§ 䬬ꮠ䨸산ꮠ䬬§䘐 릤릤§ 릤§ 䨸䬬§ꮠ䬬§§䘐 산§ꮠ䬬§䬬산ꮠ§§릤ö§ 릤§ 䨸䬬§ §산§산䬬§산䬬산ꮠ§ ꮠ䬬§§ 릤§牨릤䬬䬬산갬릤§산 릤§ 산§ 䘐§ 릤䀸§ꮠ릤산§䬬ꮠ산䀸§䘐ꮠ §릤산 § 릤ö§§
Ş 릤§ꮠ䬬ꮠꮠ§ §䬬릤산ꮠ갬§ 산䬬§릤릤§牨산릤§䀸§Ť䘐§산§�䨸릤§ꮠ§䨸산§ ×ĆĴĮĴĺnĨݧ䘐 §䬬ꮠ릤§ 릤§릤릤牨릤§ §䬬릤산ꮠ갬§䬬ꮠ䬬§ꮠ§䘐§산䬬§ 산§산릤§ ꮠ산갬䨸릤§산§牨갬䨸릤ö§સ䨸䀸ð산䀸§䬬릤릤 릤䬬§ꮠ릤§산䬬䨸산§릤䬬산ꮠ§릤䘐릤릤§ ꮠ릤䬬§§릤䘐릤릤§ ꮠ릤§산§ 릤ꮠ§산릤䬬§ꮠ䬬§ꮠ릤산ꮠ릤§䬬릤산ꮠ갬§§ꮠ산갬䨸릤ö§ સ갬䨸릤䬬§䬬䨸 §산䬬§릤䘐䬬§§릤ꮠ갬§§산§릤릤ꮠ䬬ꮠî§산§ꮠ릤ð牨산ꮠ§牨릤䬬䬬산갬릤§산릤§§ ꮠ릤산ꮠ릤§䬬릤산ꮠ갬ö§䨸ꮠ§䬬릤릤 릤䬬§산§䨸䬬ꮠ릤䬬䬬§릤䬬릤산ꮠ䬬§산릤§䀸ꮠ산䀸§ 산릤ö§鯈§ 릤§ 릤§ 산î§ 산ꮠ갬§䘐ꮠ § ꮠ릤䬬§산§ 릤§산䬬䬬牨§산§릤䬬산ꮠ§ 산§ 릤§䬬 §산릤§ꮠ䬬§ §䨸산릤§䬬릤산ꮠ갬ö§
牨§ 릤§릤 산산ꮠ§산릤î§ꮠ§산§릤§䨸릤§ 산§ 릤릤§산릤§牨산䀸§ 䨸ꮠ䬬§ §䬬릤산ꮠ갬§䬬䨸 §산䬬§§牨산ꮠ산ꮠ§䬬ꮠ산§릤산ꮠ갬릤§ ꮠ갬§릤갬ꮠ릤§䬬릤릤 î§릤ö§ 릤§䘐산䀸䬬§ § 䘐§ 릤§䬬릤산릤䬬§릤 牨§䬬릤산ꮠ갬§산릤§ꮠ 릤릤§릤릤§§ 릤ꮠ§ 䨸䬬릤ö§
ö Ş䬬릤䬬§ §⟴릤산ꮠ갬§
Ĵ§ §
ꮠ릤산ꮠ䬬§산§牨산ꮠ산ꮠ䬬§牨릤 릤䬬ꮠ릤§산§갬ꮠ갬§牨牨䨸ꮠ산ꮠ§릤䬬ꮠ릤§ ꮠ牨ꮠ산ꮠ§ꮠ§ ꮠ䬬§§ 릤§牨牨䨸ꮠ산ꮠ릤§牨릤릤릤§×ꮠ 산䬬î§nĀĀĢĺ§ĆĖÝö§䨸산§ ×ĆĴĴĴݧ산䬬§䬬산릤䬬§ 산§ 䨸릤䀸§牨릤산䬬§ 산§ 릤§䬬릤산릤䬬§산릤§릤ɬ䨸ꮠ릤§§릤§산릤§§릤릤§ 갬ꮠ갬§䘐 릤§䬬릤산ꮠ갬§䬬산릤䨸䬬䀸ö§䨸릤䀸§牨릤산䬬§ 릤§䬬䨸릤䬬§산릤§산릤§§갬릤§ 릤§ 牨릤䬬䬬산갬릤§산䬬䬬§䘐ꮠ §䘐 산릤릤§릤䬬䨸릤䬬§산§산ꮠꮠꮠ릤䬬§ 릤䀸§ 산릤§갬§릤갬산릤䬬䬬§ § 갬산牨牨산ꮠ산§산§ 릤§牨ꮠ䬬산릤ö§䨸릤䀸§䘐ꮠ§ꮠ牨릤§ꮠ § 릤§릤䬬릤산 릤§릤산릤䬬§ 릤§ 산ꮠꮠꮠ릤䬬§䘐 ꮠ §릤ɬ䨸ꮠ릤§ 릤牨§§릤갬ꮠ산릤§牨릤산ꮠ갬î§䨸䬬릤§牨牨䨸ꮠ산ꮠ§䬬산릤갬ꮠ릤䬬î§ 릤§牨ꮠ䬬䨸릤䬬산ꮠ갬î§릤ö§§ 䨸릤䀸§산ꮠꮠꮠ릤䬬î§ 릤䀸§䬬 䨸§§릤§릤릤§ 䨸ꮠ갬§ 䨸릤䀸§산ꮠꮠꮠ릤䬬ö§䘐릤릤§ꮠ§ 릤§ 릤릤산§산 릤䘐산䬬§ 릤§릤䬬릤산 릤§산§갬ꮠ릤§ 牨牨릤§산§산䀸§䬬산릤갬ꮠ릤䬬§ § 릤牨§䨸䬬릤§§ꮠ릤산䬬릤§ 릤ꮠ§ 䨸릤䀸ö§
䘐릤䬬§×ĆĴĴĜݧ산䬬䬬릤䬬§ 산§산䨸산䀸§ꮠ䬬§ 릤§릤§䨸䬬릤§ §산䨸산䀸î§갬산牨牨산î§ 산§䨸ꮠ산ꮠö§§산䬬§䘐ꮠ § 䨸릤䀸î§산䨸산䀸§ꮠ䬬§ 䘐§릤§릤산릤䬬‟§䨸䬬릤§ § 릤§산갬䨸산갬릤§䬬䀸䬬릤牨䬬§ꮠ䨸ꮠ갬§ 릤§䨸䬬릤§ §갬산牨牨산î§䨸ꮠ산ꮠ§산§산䨸산䀸ö§ Ş䨸산䀸§산ꮠꮠꮠ릤䬬§산릤§䨸䬬䨸산䀸§릤§䨸ꮠ갬§릤§산§갬䨸ꮠ릤§산ꮠꮠꮠ릤䬬§릤산䨸䬬릤§ 릤§릤䬬릤산 릤§牨산릤䬬§ꮠ§릤산§ 䘐§ 릤§䨸䬬릤§ §릤§갬산牨牨산î§䨸ꮠ산ꮠî§산§ 산䨸산䀸ö§䨸릤䀸§산ꮠ릤§산§릤§산䬬릤§䘐ꮠ §산䨸산䀸§산ꮠ릤§릤산䨸䬬릤§ 릤§ 䨸릤䀸§ 䨸䬬릤䬬§§牨牨䨸ꮠ산ꮠ릤§牨릤릤릤䬬§牨릤산䘐 ꮠ릤§산䨸산䀸§ 䨸䬬§§ 산갬䨸산갬릤§ 릤산䨸릤䬬ö§§
ĆĀ§ §
산갬䨸산갬릤§䨸䬬릤§§릤 ö§સ릤산䘐 ꮠ릤î§ 릤§산ꮠꮠꮠ릤䬬§ꮠ§산䨸산䀸§산릤§릤 릤§산䬬䬬牨§ 䨸䬬릤§ §산갬䨸산갬릤î§ 䨸䬬§§ 릤§ 牨산ꮠ§ §릤§릤 산牨릤䬬§ §산갬䨸산갬릤î§산ꮠ릤§ 산갬䨸산갬릤§䨸§ §릤 î§산ꮠ릤§䬬牨산§䬬산牨릤䬬§ §산갬䨸산갬릤§릤ɬ䨸ꮠ릤§ 牨릤산ꮠ갬 䨸§牨牨䨸ꮠ산ꮠ ꮠ릤§ §산갬䨸산갬릤ö§
§산§릤§䨸릤§ 산§ 릤§산갬䨸산갬릤§릤산릤䬬§릤릤§§牨산䬬릤§ 릤§산䬬릤䬬§ § 䬬릤산ꮠ갬§牨릤ꮠ릤§릤 릤ö§⟴î§ 릤䀸§산릤§산릤§§牨산䬬릤§ 릤§산갬릤§산갬䨸산갬릤§산§ 릤ꮠ릤§ 릤§ꮠ릤릤§牨릤䬬䬬산갬릤§릤 릤ꮠ릤䀸ö§ 릤릤§산릤§牨산䀸§산ꮠꮠꮠ릤䬬§ 산§산§릤§릤§ § 릤§ 릤牨§牨산䬬릤§ § § 릤§산䬬릤䬬ö§
ö 릤§§Ū牨릤䬬§ §⟴릤산ꮠ갬§
Ű䬬§ꮠ§Ű릤ꮠ산산§×nĀĀĨĺĨݧ䬬산릤䬬§ 산§ 릤릤§산릤§䬬牨릤§牨릤䬬§ꮠ릤§ꮠ§ 䬬릤산ꮠ갬§䬬ꮠö§ 릤䀸§산릤ĺ§
Ćö 산䨸산䀸§
산䨸산䀸§ꮠ䬬§ 릤§牨䬬§ꮠ牨산§ ꮠ갬§§릤§牨산䬬릤릤§§릤릤§䘐 §䘐산§§ 산릤§䬬ꮠ§ꮠ§䬬릤산ꮠ갬ö§ 릤§산䨸산䀸§ 牨§ꮠ䬬§ 릤§릤릤§ §ꮠ릤릤䬬§ § 릤§䬬䨸릤䬬§ 산§ 릤§릤산 릤ö§§ꮠ䬬§ 릤§ ꮠ䬬§릤릤牨릤§ 산§䬬 䨸§릤§산릤§䀸§릤릤䀸§Ŷ갬ꮠ䬬 §릤산 릤§ꮠ§ 릤산ꮠ갬§ §산갬䨸산갬릤ö§
nö 䨸ꮠ산§갬산牨牨산§
ĆƧ §
䘐릤갬릤§ 䨸갬 §䬬릤산ꮠ갬§산ꮠꮠ䀸î§ 릤§䬬䨸릤䬬§䬬 䨸§ 산릤§牨산䬬릤릤§ 릤§갬산牨牨산î§ 䬬§ 릤䀸§산§䬬릤산§Ŷ갬ꮠ䬬 §䘐릤ö§
Đö 릤ɬ䨸릤䀸§ §산ꮠ릤§
산갬䨸산갬릤§ꮠ䬬§ 산ꮠö§§牨릤산䬬§ 산§산§산갬䨸산갬릤§릤릤§릤 릤ꮠ䬬릤§§산ꮠ릤ö§ 릤§ ꮠ ꮠ䨸ꮠ릤䬬§ § 릤§䬬䨸릤䬬§산릤§ 릤䀸§§§䘐§ 䘐§§릤 릤䬬䬬§ 릤ꮠ§ꮠ릤산䬬§ꮠ§Ŷ갬ꮠ䬬 § 산ꮠ䨸산䀸ö§ 릤䀸§䀸§산ꮠ릤§§䬬릤산§Ŷ갬ꮠ䬬 §䘐 릤§ 릤䀸§산릤§䬬䨸䀸ꮠ갬§Ŷ갬ꮠ䬬 ö§ 릤䀸§릤릤§산ꮠ릤§䘐ꮠ § 릤ꮠ§ ꮠ릤䬬ö§
Ėö સꮠ산ꮠ§
ާ산ꮠꮠꮠ릤䬬§ꮠ§ 릤§䘐§릤릤§牨ꮠ산ꮠ§ꮠ릤§䬬䨸䀸ꮠ갬§Ŷ갬ꮠ䬬 î§䨸§䬬牨릤ꮠ牨릤䬬§ 릤 §䬬䨸릤䬬 § § § 산릤 §牨ꮠ산릤 § §䬬릤산ö §Ŷ릤 § 䨸갬 î § 릤 §릤산 릤 §릤 䬬 §ꮠ § 牨ꮠ산ꮠ갬§ 릤§䬬䨸릤䬬§§산ꮠ릤§ 릤ꮠ§䬬릤산ꮠ갬ö§§牨릤산䬬§ 산§ 릤§릤산 릤§牨䨸 §갬ꮠ릤§ 산릤ꮠ§§ 릤§ꮠ牨릤牨릤§ § 릤§䬬䨸릤䬬§䬬릤산ꮠ갬§산ꮠꮠ䀸ö§
Ĝö Şꮠ산릤§ꮠ䬬§
§릤산ꮠ갬§산§릤산 ꮠ갬§릤䬬䬬î§ 릤§릤산 릤§䬬 䨸§갬ꮠ릤§ 릤§䬬䨸릤䬬§䬬牨릤§ 䨸ꮠꮠ릤䬬§§䬬릤산§ꮠ§ § §산䬬䬬§§ 릤䀸§䬬 䨸§릤§갬ꮠ릤§牨산䀸§ꮠ릤릤䬬ꮠ갬§ 牨산릤ꮠ산ö§ 릤§䬬䨸릤䬬§ꮠ릤릤䬬§§䬬릤산§ꮠ䬬§릤 䨸䬬ꮠ산䬬ꮠ산䀸î§䨸§ 릤§牨산ꮠ§ 산§ ꮠ 䨸릤ꮠ갬§ 릤§䬬䨸릤䬬§䬬릤산ꮠ갬§산ꮠꮠ䀸§릤릤§ꮠ䬬§§산ꮠ산릤§ꮠ䬬§䘐 ꮠ §산릤§ 䬬䨸ꮠ산릤§䘐ꮠ § 릤§䬬䨸릤䬬§릤릤ö§
Ģö ⟴릤 § ꮠ릤릤§
Ćn§ §
릤䀸§산§牨牨䨸ꮠ산릤ö§ 릤§릤 릤§ § ꮠ䬬î§䬬牨릤ꮠ牨릤䬬§䬬䨸릤䬬§ 릤릤§릤牨산산䬬䬬릤§§ 䬬릤산§Ŷ갬ꮠ䬬 î§ꮠ§牨산䀸§릤§산䨸䬬릤§䀸§䬬䀸 갬ꮠ산§산䬬릤䬬ö§
Ĩö ⟴ꮠ䨸산ꮠ§
§ 牨산§䬬ꮠ䨸산ꮠî§ 릤§䬬䨸릤䬬§산§䬬릤산§ 릤릤䀸§䬬䨸 §산䬬§ꮠ§牨릤릤ꮠ갬§ ꮠ䬬䨸䬬䬬ꮠ䬬î§䬬릤牨ꮠ산§산§ 릤䀸§산릤§릤산䀸§ꮠ ꮠ䨸§§릤 릤䬬䬬§ 릤ꮠ§ꮠ릤산䬬ö§
Ū牨릤§ §䬬릤산ꮠ갬§산릤§ꮠ䬬§릤䀸§ꮠ牨산§릤산䨸䬬릤§릤산 ꮠ갬§䬬릤산ꮠ갬§ § 릤ꮠ갬§산갬䨸산갬릤§䬬䨸 §산䬬§Ŷ갬ꮠ䬬 §ꮠ䬬§§릤산䬬䀸ö§Ş§릤산 릤§릤 릤§릤산 ꮠ갬§ 릤§䬬䨸릤䬬§ 산䬬§§䘐§ 릤§산䬬§ §릤산 릤ö§§갬릤릤산§ 릤§릤산 릤§䬬 䨸§산䘐릤갬릤§§ꮠ릤ꮠ 䀸§ 䘐 산§산갬릤§ §갬산§䘐ꮠ§릤§산 ꮠ릤릤§ꮠ§릤산 ꮠ갬§ 릤§산갬䨸산갬릤§산§§䘐 牨§ 릤§릤산 릤§ 릤산 릤䬬ö§
릤ö 䀸릤䬬§ §Ū산䬬䬬牨§⟴릤산ꮠ갬§릤 牨산릤§
§ꮠ䬬§릤릤䬬䬬산䀸§§릤갬ꮠ릤§ 릤§ꮠ 릤릤§ 䨸ꮠ䬬§ §䬬릤산ꮠ갬§릤 牨산릤䬬§ꮠ§ 산ꮠ䀸§牨牨䨸ꮠ산ꮠö§Şꮠ갬§§Ť䘐§×nĀĀĆÝî§䬬ꮠ §산릤갬ꮠ릤䬬§산릤§산ꮠ릤§§ 릤§ 산§䨸ꮠ§ 산§䬬䨸릤䬬§산릤§릤 릤릤§§산䀸§䨸§ꮠ§ 릤§산䬬䬬牨ö§ 릤䀸§산릤§ ꮠ牨ꮠ산ꮠ릤î§ꮠ릤䬬ꮠ릤î§릤䬬䬬ꮠ릤î§산䬬산ꮠ산î§ꮠ릤릤䬬산î§산§릤 릤䬬ꮠ릤ö§§
ĆЧ §
§䬬䨸릤䬬ðꮠꮠꮠ산릤§ɬ䨸릤䬬ꮠ§산§牨牨릤䬬ö§ 릤§릤䬬산ꮠ§ꮠ䬬§䬬ꮠ牨릤§산§릤䬬§§ 릤 릤§ꮠ§ꮠ산갬䨸릤ö§ 릤§ 䨸 §ꮠ䬬§산䬬산ꮠ산ö§산䬬산ꮠ산§䬬릤산ꮠ갬§산ꮠ릤䬬§䨸§ § 릤 §䨸䬬릤 § §릤䀸ꮠ갬 § §릤 산갬ꮠ갬 §䬬릤ꮠ ꮠ §ꮠ 牨산ꮠö § §ꮠ䬬 §산 §릤 릤릤 § 牨§ §릤䬬䬬ꮠ릤§산갬䨸산갬릤ö§ 릤§릤䬬산ꮠ§ꮠ§ 릤§릤䬬䬬ꮠ릤§䬬릤산ꮠ갬§ꮠ䬬§䬬ꮠ牨릤ö§ 䘐릤릤§ꮠ§ 릤§산䬬산ꮠ산§䬬릤산ꮠ갬î§ 릤§릤䬬산ꮠ§ꮠ䬬§릤 릤릤§ꮠ§ꮠ산갬䨸릤§§ 릤갬ꮠ산릤§ 릤§牨릤산ꮠ갬ö§ 릤§ ꮠ §ꮠ䬬§ꮠ릤릤䬬산ö§릤릤䬬산§릤䬬산ꮠ§ꮠ䬬§산ꮠ릤§ 䨸§§牨산ꮠ산ꮠ§䬬ꮠ산§릤산ꮠ䬬 ꮠ䬬§산 릤§ 산§릤䀸§ꮠ 牨산ꮠ§§ 산ö§ 릤릤§산릤§ 䬬牨릤§ 산䬬§ §ꮠ릤릤䬬산§릤䬬산ꮠö§ 릤䀸§산릤§산§산䬬䨸산§릤갬ꮠ䬬릤î§ɬ䨸ꮠ산§ 산갬䨸산갬릤î§릤牨ꮠ산䀸§ 산갬릤§산갬䨸산갬릤î§䬬산갬î§릤ꮠ䬬ꮠ䬬î§䬬산산䬬牨î§산î§산§릤§ 逄산갬릤산ö§ 릤§산䬬§䀸릤§ꮠ䬬§릤 릤䬬ꮠ릤§䬬릤산ꮠ갬ö§ 릤§릤 산牨릤䬬§ §릤 릤䬬ꮠ릤§䬬릤산ꮠ갬§§ 牨갬䨸릤§산릤§산§릤î§䬬䨸牨牨산ꮠ릤䬬䬬 §䬬릤릤 릤䬬ö§§ ꮠ䬬§ꮠ§ §䬬릤릤 § 릤§ 릤갬ꮠ䬬릤§ꮠ䬬§牨릤§ 牨산§산§릤ꮠ릤산ꮠ릤ö§
ĆĖ§ §
§䨸䬬ꮠî§ 릤릤§산릤§牨산䀸§ꮠ䬬§ §산䬬䬬牨§䬬릤산ꮠ갬§릤 牨산릤䬬§ 牨릤ꮠ릤§릤ꮠ䨸䬬䀸ö§ 릤§䀸릤䬬§ §산䬬䬬牨§䬬릤산ꮠ갬§릤 牨산릤䬬§산갬릤§ 牨§ 릤§ 䬬ꮠ牨릤§§ 릤§牨릤 §산ꮠꮠꮠ릤䬬§산§ 牨§ 릤§릤§§ 릤§릤산ꮠ릤§산ꮠꮠꮠ릤䬬ö§ 릤§ 릤䬬릤산 릤䬬§䬬 䨸§䬬ꮠ릤§ 䬬릤§䀸릤䬬§ꮠ§릤ꮠ릤ꮠ갬§ 릤§牨산릤ꮠ산䬬§䬬§ 릤§䬬䨸릤䬬§산릤§ 산릤§§ 䘐§ 릤§릤산 ꮠ갬§산§릤산ꮠ갬§릤䬬䬬ö§
ö Űꮠ ꮠ䨸ꮠ릤䬬§ꮠ§⟴릤산ꮠ갬§
સ산䀸§릤산릤䬬§䬬산䀸§ 산§䬬릤산ꮠ갬§ꮠ䬬§ꮠ ꮠ䨸§§릤§牨산䬬릤릤ö§Ť䘐§×nĀĀĆĺnĨĀð§ nĨnݧ䬬산릤䬬§ 릤릤§산릤§릤ꮠ갬 § 산산릤ꮠ䬬ꮠ䬬§ 산§牨산릤§䬬릤산ꮠ갬§ꮠ ꮠ䨸ö§ 䬬릤§산릤§ 䨸䬬릤ꮠ갬î§릤䨸산䀸î§릤䨸릤§ 牨䬬î§릤 牨산릤§산ꮠ산릤䬬î§ɬ䨸ꮠ산§산갬䨸산갬릤î§ 산릤§ §릤ꮠ릤䀸î§䬬릤䬬䬬î§ 䀸 牨î§ꮠ산ꮠî§산§ꮠ산ꮠö§Ū䨸䬬릤ꮠ갬§ꮠ䬬§ 䘐§산§䬬릤릤 § ꮠ䬬§牨ꮠ릤§ꮠ§ 산䬬산§§䘐§䀸§䘐䬬ö§릤䨸산䀸§ꮠ䬬§ 䘐§ 릤§릤산릤䬬§릤 릤䬬䬬§ 䬬牨릤 ꮠ갬§牨릤§ 산§䘐 산§ꮠ䬬§릤릤릤ö§ 릤䀸§䬬牨릤ꮠ牨릤§ 산릤§ꮠ ꮠ䨸ꮠ릤䬬§§䨸릤§ 릤䨸릤§ 牨§䬬䨸 §산䬬§산ꮠ䬬î§릤ꮠ䬬ꮠ䬬î§릤ö§릤 牨산릤§산ꮠ산릤§ꮠ䬬§ 䘐§ 릤䀸§ 릤 牨§䬬牨릤§䬬릤산ꮠ갬§산ꮠ산릤§ꮠ§ 릤§䘐산䀸§ 릤§산ꮠ릤§䬬릤산릤䬬§릤 牨§ §릤 산牨릤§ 릤䬬ꮠ산ꮠî§산䨸䬬릤䬬î§산§릤ꮠö§Ūɬ䨸ꮠ산§산갬䨸산갬릤§ꮠ䬬§ 릤§산ꮠꮠ䀸§§䨸䬬릤§䘐䬬î§ ꮠꮠ牨䬬î§산§ 산䬬릤䬬§ 산§산릤§牨릤§䬬䨸ꮠ산릤§ §䬬릤산ꮠ갬§ 산§ §䘐ꮠꮠ갬ö§산릤§ § 릤ꮠ릤䀸§ꮠ䬬§ 䘐§ 릤䀸§䬬릤산§ꮠ§산§산릤산릤§䬬릤릤 ö§⟴릤䬬䬬î§ 䀸 牨î§산§ꮠ산ꮠ§ 牨䨸䬬§릤§릤§ꮠ§䨸ꮠ산ꮠö§릤산ꮠ䬬§릤䘐릤릤§ 릤§릤산릤䬬§산릤§ꮠ牨산§ꮠ§ 릤산ꮠ갬§산갬䨸산갬릤ö§
ĆĜ§ §
nö 릤산 ꮠ갬§⟴릤산ꮠ갬§
산ö ꮠꮠ릤䬬§ §Ű릤䬬ꮠ갬ꮠ갬§⟴릤산ꮠ갬§릤 ꮠɬ䨸릤䬬§
Ť䘐§×nĀĀĆĺnĨĜðnĨĢݧ산䬬§䬬릤䬬§䬬牨릤§ꮠꮠ릤䬬§ §릤䬬ꮠ갬ꮠ갬§䬬릤산ꮠ갬§ 릤 ꮠɬ䨸릤䬬ö§ 릤§ꮠꮠ릤䬬§䘐ꮠ§ 릤§ 릤§릤䬬릤산 릤§§䨸§ 릤§䬬릤산ꮠ갬§산䬬䬬ö§ 릤䬬릤산 릤䬬§䬬 䨸§䨸䬬릤§릤 ꮠɬ䨸릤䬬§ 산§릤§ 릤§䬬릤䨸牨§ §릤산릤䬬‟§릤릤䬬î§ 牨§ 산갬䨸산갬릤§산䬬릤§§ 릤§ 䨸䬬§§산䨸산䀸§§牨릤䬬䬬산갬릤ð산䬬릤§ 䨸䬬§§ꮠ릤산ꮠî§ 牨릤산ꮠ갬î§산§ 䨸릤䀸ö§ 릤䀸§산䬬§䬬 䨸§ꮠ릤§ꮠꮠ䬬ꮠ산䀸§牨ꮠ산ꮠ갬§산§ 릤䨸산갬릤§ 릤§䨸䬬릤§ §산䨸 릤ꮠ§산갬䨸산갬릤§ꮠ§牨릤산ꮠ갬 䨸§릤 䬬ö§ 릤§산ꮠ산릤§ 릤릤산§산§릤ꮠ§산릤§산䬬§릤릤릤§ § 릤§䬬䨸릤䬬ö§릤䬬릤산 릤䬬§산䬬§䬬 䨸§ 산ꮠ산ꮠ릤§§ 릤§산䨸산§ꮠ§릤䘐릤릤§䬬릤산ꮠ갬§산§ꮠ䬬릤ꮠ갬ö§Ť릤䬬ꮠ릤䬬î§ 릤䀸§䬬 䨸§ 갬ꮠ릤§ 릤牨§䨸ꮠ䀸§§ꮠꮠꮠ산릤§산§牨牨䨸ꮠ산ꮠ§산§릤䨸산갬릤§ 릤§릤릤牨릤§ §䬬릤산ꮠ갬§䬬산릤갬ꮠ릤䬬ö§ 릤§릤䬬릤산 릤§䬬 䨸§ 릤§ 릤§䬬䨸릤䬬§§릤릤§䬬산릤갬ꮠ§ 牨릤릤릤§§산牨ꮠ䬬 §산§牨牨䨸ꮠ산ꮠ릤§䨸䬬릤ö§
§ꮠ릤 î§ 릤§릤䬬릤산 릤§䬬 䨸§릤§산릤 䨸§ꮠ§릤䬬ꮠ갬ꮠ갬§ 릤§䬬릤산ꮠ갬§릤 ꮠɬ䨸릤䬬ö§ 릤§릤䬬릤산 릤§䬬 䨸§䬬ꮠ릤§ 릤§ꮠꮠ릤䬬§ꮠ§릤䬬ꮠ갬ꮠ갬§릤산 ꮠ갬§릤 ꮠɬ䨸릤䬬§䬬§ 릤䀸§갬ꮠ릤§䨸ꮠ䀸§ § 릤§䬬䨸릤䬬§§산ꮠ릤§䬬릤산ꮠ갬ö§ 릤§릤 ꮠɬ䨸릤䬬§䬬 䨸§릤§ ꮠ릤릤䬬ꮠ갬î§牨ꮠ산ꮠ갬î§䨸䬬릤§ 릤§산䨸 릤ꮠ§산갬䨸산갬릤ö§릤릤산§ꮠ䬬§산䬬§ꮠ牨산§§ ꮠ牨릤§ 릤§䬬䨸릤䬬‟§䬬릤산ꮠ갬§䬬ꮠö§
ö §산§Ş릤산ꮠ릤§§§
ĆĢ§ §
릤䬬산ꮠ§§䬬 §릤 ö§ 릤§릤䬬릤산 릤§ 릤§릤 산ꮠ䬬§ 릤§릤䘐§릤 릤䬬䬬ꮠ䬬§산§ 릤䬬§ 릤§牨릤 릤䬬ꮠ§ § 릤§䬬䨸릤䬬ö§ 릤䀸§䘐ꮠ§ 산릤§䨸ꮠ䀸§§산ꮠ릤§ 䨸䬬ꮠ갬§릤䘐§릤 릤䬬䬬ꮠ䬬§ꮠ§ 릤§산ꮠ릤§ 산䬬릤ö§§ ꮠ䬬§ 산䬬릤î§ 릤§산ꮠ릤§ꮠ䬬§산§갬䨸ꮠ릤§ 산ꮠ릤§ 䨸갬 §ꮠ§§䬬䨸䬬ꮠ䨸ꮠ§릤 릤ꮠ䬬릤ö§ 릤§䨸ꮠ§ 산䬬릤§ꮠ䬬§산§ 산䬬릤§䘐 릤릤§ 릤§䬬䨸릤䬬§䘐ꮠ§䨸䬬릤§릤䘐§䬬䨸䨸릤§ꮠ§ 릤ꮠ§䘐§릤§§ꮠ 牨산ꮠî§ꮠ§릤§§ 릤릤§ 䨸릤䀸§䘐ꮠ § 릤§릤䘐§산릤ö§
ĆĨ§ §
릤 산牨릤î§ 릤§릤䬬릤산 릤§산§䬬 䘐§산§ꮠ䨸릤§ 산§ꮠ䬬§릤산릤§§ 릤§ꮠ§ § 릤§릤䬬䬬ö§ 릤î§ 릤䀸§산䬬䘐릤§䬬牨릤§ɬ䨸릤䬬ꮠ䬬§릤산릤§§ 릤§ꮠ䨸릤ö§
Ş 릤§ 산î§ 릤䀸§牨산䀸§ 산릤§ꮠ䬬§§ 릤§산갬䨸산갬릤§ 산§ꮠ䬬§䨸䬬릤ö§산릤î§ 릤§ 䨸ꮠ§ 산䬬릤î§ 릤䀸§산릤§§䨸䬬릤§ 릤§산갬䨸산갬릤§ꮠ§ 릤ꮠ§䘐§䬬릤릤릤䬬ö§䘐릤릤î§ 릤§ 릤산ꮠ갬§산§산䬬§䬬산§䘐ꮠ § 릤§䨸ꮠ§ 산䬬릤§ 릤䀸§䬬릤산§산§산갬䨸산갬릤§ 릤§ 릤䀸§ ꮠ䬬䨸䬬䬬 § 릤 §䨸䬬릤 § §ꮠö §牨 § 릤 §릤 산산ꮠ §산릤î §ꮠ §산 §릤 §䨸릤 § 산 § 릤 § 릤䬬릤산 릤§牨산䀸§§ 䘐§ 릤§§䬬산ꮠ갬 䀸ö§ 릤§릤䬬릤산 릤§牨산䀸§䬬산§산§산䀸§ 산䬬릤§ §§산ꮠ갬§§ 릤§릤릤䬬ö§ 릤§⟴산릤䬬§산§산릤䬬§산§갬산牨릤§䘐산䬬§䨸䬬릤§산§ 릤§ 산ꮠ릤§ 산䬬릤§ꮠ§䘐 ꮠ § 릤§䬬䨸릤䬬§산ꮠ릤§ 릤§산갬릤§산갬䨸산갬릤ö§
ö Ş䬬䬬릤䬬䬬ꮠ갬§䬬릤산ꮠ갬§
Ş䬬䬬릤䬬䬬ꮠ갬§䬬릤산ꮠ갬§ꮠ䬬§§䬬牨릤 ꮠ갬§릤산䬬䀸§§§릤산䨸䬬릤§ 릤릤§산릤§䬬牨릤§ 산䬬§ 산§牨산䀸§ꮠ 䨸릤릤§ 릤§릤䬬릤산 릤䬬§ꮠ牨릤䬬䬬ꮠ§§갬ꮠꮠ갬§䬬릤ö§ 릤§䬬릤§ §䬬릤산ꮠ갬§ 牨산䀸§릤§ꮠ 릤릤§ 牨§릤§릤䬬릤산 릤§§ 릤䬬ö§§릤 산牨릤§ꮠ§산䬬䬬ꮠ갬ꮠ갬§산§䬬릤§ 산갬ꮠ갬§ 牨§Ć§§Ĝ§ꮠ䬬§§䬬牨릤 ꮠ갬§䬬ꮠ牨릤§§§릤산䨸䬬릤§ 릤§ꮠ릤§ §ꮠ䬬ꮠꮠ§ 릤䘐릤릤 §릤릤䬬 §산릤 §ɬ䨸ꮠ릤 §ꮠ ꮠ䨸 § §ꮠꮠö § §릤牨릤 § 산 §릤牨î § 릤 § 릤䬬릤산 릤§릤릤䬬§§산䬬䬬ꮠ갬§䬬릤릤산§䬬릤䬬§ §릤산 §릤䬬䬬릤î§산§릤산 §䬬릤§ 릤릤䬬릤ꮠ갬§릤§ §䬬릤릤산§산ꮠ䬬§ꮠ릤§䨸ꮠ산ꮠî§ 䨸릤䀸î§산䨸산䀸§䨸䬬릤î§ 갬산牨牨산î§산§牨릤 릤䬬ꮠꮠꮠ䀸§×Ť䘐î§nĀĀĖĺĆĖĀÝö§
ĆĮ§ §
§산§ꮠ䬬䨸䬬릤§×산î§nĀĀĖ§ꮠ§䨸산î§nĀĆnĺĆÝö§䘐릤릤î§ 릤§ ꮠ䬬ꮠ§牨릤 §䨸䬬릤䬬§산§ 䬬ꮠ갬릤 §갬산 §䨸牨릤ꮠ산 §산ꮠ갬 § §산䬬䬬릤䬬䬬 § 릤 §䬬䨸릤䬬 §릤 牨산릤 §×䘐산䬬 ꮠ산 §산 § 릤î§nĀĀĐĺnĢÝö§Ŷ산 § §牨릤 § 산䬬§ 릤ꮠ§䘐§산산산갬릤䬬§산§ꮠ䬬산산산갬릤䬬ö§ 릤§ ꮠ䬬ꮠ§牨릤 §ꮠ䬬§牨릤§산ꮠ산ö§§ 산䬬§ 산䬬릤§산§䘐릤§䬬§릤§ 릤§산산䀸ꮠ§牨릤 § 䨸§ 릤§ꮠ䬬산산산갬릤§ § ꮠ䬬§牨릤 §ꮠ릤䬬§릤䬬䬬§ꮠ 牨산ꮠ§산䨸§ 릤§䘐릤산릤䬬䬬§산§ 릤§䬬릤갬 § § 릤§䬬䨸릤䬬ö§ 릤§牨산§ꮠ䬬산산산갬릤§ § 릤§산산䀸ꮠ산§䬬ꮠ갬§ꮠ䬬§ꮠ§ 산릤䬬§산§§ §ꮠ牨릤§§산릤§䬬릤산ꮠ갬§릤 牨산릤§䬬ꮠ릤§ 릤§릤䬬릤산 릤§ꮠ䬬§릤ɬ䨸ꮠ릤§§ 牨산릤§牨릤§ 산§릤§릤ꮠ䬬ꮠ§ §릤릤䀸§䬬릤산ꮠ갬§릤 牨산릤§䨸§ ꮠ䬬§牨릤 § ꮠ릤䬬§牨릤§䨸䬬릤 䨸§ꮠ산갬䬬ꮠ§ꮠ 牨산ꮠ§산䨸§ 릤§䬬䨸릤䬬‟§䬬릤산ꮠ갬§산ꮠꮠꮠ릤䬬ö§
ĆĴ§ §
릤§䬬䨸릤䬬‟§䬬릤산ꮠ갬§릤 牨산릤䬬§䘐릤릤§산䬬䬬릤䬬䬬릤§䨸䬬ꮠ갬§산§䬬ꮠ갬§䨸ꮠ§ 䬬릤§䀸§ 릤산§ĺ§
Ćö 릤§산릤§ § 䨸릤䀸§䬬ꮠ갬§ §릤ð릤䬬§산§䬬ð릤䬬ĺ§
Classification Score Criteria
Ŷ 릤릤§ Ģ§
⟴릤산 §䘐ꮠ 䨸 § §갬릤산 §산 §릤 §䘐ꮠ § 산ꮠ䀸 § 䘐ꮠ릤§산갬릤§ §릤 릤䬬䬬ꮠö§⟴릤산 릤䬬§ §䘐䬬§ 산䬬ꮠ산䀸§䨸§䀸§릤§§䘐§䨸산䨸산§ 산䨸䬬릤䬬ö§
릤䀸§갬§ Ĝ§
산䬬§§牨산릤§산§릤 §ꮠ牨릤§§䬬릤산 § § 䘐䬬ö§릤릤 릤릤䬬䬬î§䬬牨 §릤ꮠ릤䀸§§ 릤§ 䘐 릤§산§䀸§산§ 릤䘐§䨸산䨸산§산䨸䬬릤䬬ö§
§ Ė§
Ş 䨸갬 § 산䬬§§牨산릤§산§릤 §산§䬬릤산 § § 䘐䬬î§ 릤릤§산릤§§§牨산䀸§䨸산䨸산§ 산䨸䬬릤䬬î§ 산ꮠ䀸§ 䬬牨 § 릤ꮠ릤䀸§ 牨䬬䀸ö§ 鯈산䬬ꮠ산䀸§ 산갬牨릤산䀸§䨸§䬬䨸릤릤릤§ꮠ§ 릤䀸ꮠ갬§ 릤§갬릤릤산§牨릤산ꮠ갬î§ 산ꮠ§산갬릤§ § 릤 릤䬬䬬ꮠö§
Ş릤산갬릤§ Ч
nĀ§ §
§ n§
갬§산䨸䬬릤䬬§䘐 ꮠ릤§ 릤§䬬릤산 릤䬬§ § 릤§릤䬬ꮠ릤§ 牨릤산ꮠ갬ö§릤ɬ䨸릤䀸§ 산갬牨릤산䀸§산§ 산ꮠ갬§ 릤ꮠ릤䀸ö§Ş牨䬬§갬ꮠ릤䬬§䨸§牨산ꮠ갬§ 릤§릤 䬬§ 산§ꮠ牨릤ö§ꮠ牨ꮠ릤§산갬릤§ §릤 릤䬬䬬ꮠö§
릤䀸§§ Ƨ
䨸§ §갬§산§䨸산䨸산§산䨸䬬릤䬬ö§릤䀸§ 산ꮠ갬§산§ 산갬牨릤산䀸§릤ꮠ릤䀸ö§Ş§ꮠ牨릤䬬§ 갬ꮠ릤䬬§䨸§牨산ꮠ갬§ 릤§릤 ö§릤䀸§ꮠ牨ꮠ릤§ 산갬릤§릤 릤䬬䬬ꮠö§
§
nö 릤§산릤§ §산䨸산䀸§䬬ꮠ갬§ꮠ§릤ð릤䬬§산§䬬ð릤䬬ĺ§
Classification Score Criteria
Ŷ 릤릤§ Ģ§
䨸ꮠ산ꮠ§ꮠ䬬§䀸§릤䀸§䬬ꮠ갬 䀸§ꮠ 䨸릤릤§ 䀸§ 릤§牨 릤ð갬䨸릤ö§䘐§§ 릤릤§牨ꮠ§ 갬산牨牨산ꮠ산§산§릤 ꮠ산§릤䬬ö§§
릤䀸§갬§ Ĝ§
䨸ꮠ산ꮠ§ꮠ䬬§䬬ꮠ갬 䀸§ꮠ 䨸릤릤§䀸§ 릤§ 牨 릤§갬䨸릤ö§Ş§ 릤䘐§牨ꮠ§갬산牨牨산ꮠ산§산§ 릤 ꮠ산§릤䬬§䨸§牨䬬§䨸릤산릤䬬§산릤§릤ö§§
§ Ė§
nƧ §
릤 ꮠ산§릤䬬§䨸§䀸§릤§§䘐§牨산§릤䬬§ 산䨸䬬릤§ 䨸䬬ꮠö§
Ş릤산갬릤§ Ч
䨸ꮠ산ꮠ§ꮠ䬬§ꮠ 䨸릤릤§䀸§ 릤§牨 릤§ 갬䨸릤§䨸§䀸§산§ 릤䘐§䬬릤ꮠ䨸䬬§ 갬ꮠ산§ 릤䬬ö§Ş§ 릤䘐§갬산牨牨산ꮠ산§산§릤 ꮠ산§릤䬬î§ 䬬牨릤§ §䘐 ꮠ §산䨸䬬릤§ 䨸䬬ꮠö§
§ n§
䨸ꮠ산ꮠ§ 䬬릤ꮠ䨸䬬䀸§ ꮠ 䨸릤릤§ 䀸§ 릤§ 牨 릤§ 갬䨸릤§ 䘐ꮠ § 릤䬬§ 산䨸䬬ꮠ갬§ 산§ 릤산䘐§ꮠ§牨牨䨸ꮠ산ꮠö§સ산䀸§꺸산䬬ꮠ§ 갬산牨牨산ꮠ산§산§릤 ꮠ산§릤䬬ö§
릤䀸§§ Ƨ
⟴릤ꮠ䨸䬬§䨸ꮠ산ꮠ§릤䬬§산䬬§䘐릤§산䬬§牨산䀸§ 逄산䬬ꮠ§갬산牨牨산ꮠ산§산§릤 ꮠ산§릤䬬ö§§ 릤ꮠ릤릤§ § 산ꮠ갬§ 牨산䬬릤릤§산䀸§ § 릤§ 산갬䨸산갬릤§䬬ꮠ䬬§산§산릤산䬬§산ꮠ릤§ꮠ§ 릤§ 䨸䬬릤ö§§§
§
Đö 릤§산릤§ §牨릤 릤䬬ꮠꮠꮠ䀸§䬬ꮠ갬§ꮠ§릤ð릤䬬§산§䬬ð릤䬬ĺ§
Classification Score Criteria
Ŷ 릤릤§ Ģ§ Ŷ산䬬䀸§ § 릤§ꮠ䬬릤릤§§䨸릤䬬산§ 릤§
nn§ §
릤䀸§ 릤䘐§ ꮠ릤䨸ꮠ䬬§§산ꮠ ꮠ산ꮠ䬬§ 릤ɬ䨸ꮠ릤ö§
릤䀸§갬§ Ĝ§ 릤§䬬릤산릤䬬§ꮠ릤ꮠ§산§갬릤릤산§
牨릤산ꮠ갬§ 산릤§ 산ꮠ䀸§ 릤산ö§ ާ 릤䘐§ ꮠ릤䨸ꮠ䬬§䀸§ 릤§ꮠ䬬릤릤§ § 릤§䬬산릤§ § 산ꮠ ꮠ산ꮠ§산릤§릤릤䬬䬬산䀸ö§§
§ Ė§ સ䬬§ §䘐 산§ 릤§䬬릤산릤§䬬산䀸䬬§ꮠ䬬§릤산䬬䀸§§ 䘐ö§ꮠ䬬§ꮠ릤ꮠ§ꮠ䬬§산䘐산䀸䬬§릤산§䨸§ 䬬릤릤산§ꮠ릤䨸ꮠ䬬§산릤§릤릤䬬䬬산䀸§§ 릤§ ꮠ牨§§릤䀸§ 릤§牨릤䬬䬬산갬릤§§§䬬릤릤§ 산ꮠ ꮠ산ꮠö§
Ş릤산갬릤§ Ч 릤§ꮠ䬬릤릤§산§䨸릤䬬산§산§§ §䘐 산§ꮠ䬬§ 䬬산ꮠî§ 䨸§ 릤§ 牨䨸䬬§ 䬬산䀸§ 䬬릤릤§ 산ꮠ ꮠ산ꮠö§Ū산§䨸릤䬬산§牨산䀸§ § 릤§䬬릤산릤䬬§牨릤§牨릤 §§갬릤§ 䬬릤릤릤䬬ö§
§ n§ 鯈䀸§䬬牨산§ꮠ䬬§×䨸䬬䨸산䀸§䬬 §䬬릤릤릤䬬§
산§ 산䬬릤䬬ݧ산§릤§䨸릤䬬ð§산§ 릤§ 䘐ꮠ §䬬ꮠ릤릤§릤 §䀸§䬬牨릤릤§䘐 § 䨸䬬릤§§ꮠ䬬릤ꮠ갬§§ 릤§䬬릤산릤ö§§
nЧ §
䨸릤䬬ö§Ŷ릤§䘐 릤§ 릤§ꮠ䬬릤릤§牨산릤䬬§ 산§갬릤산§릤 §§ꮠ릤䨸䬬î§ 릤§䬬릤산릤§ꮠ䬬§ 䨸산릤§§산ꮠ 䀸§산䀸 ꮠ갬§ 릤§䬬릤릤牨䬬§§ 산릤§䬬산ꮠö§
릤산î§×ĆĴĴĆĺ§ĺ§ĆĀĀݧ
ö 릤§쀔䬬릤§ §산牨릤䬬§ꮠ§산갬䨸산갬릤§릤산 ꮠ갬§
산갬䨸산갬릤§릤산ꮠ갬§牨산䀸§릤§산§ 산§산䬬§ § 릤§䬬䨸릤䬬§§䬬牨릤ꮠ牨릤§ꮠ§산§릤§ 䨸䬬산ꮠ갬ö§䘐릤릤î§ꮠ§산§릤§䬬牨릤 ꮠ갬§ꮠ릤릤䬬ꮠ갬§산§ 䨸§ꮠ § 릤§릤䬬릤산 릤§ ꮠ䬬§ 䬬䨸ꮠ산릤§릤 ꮠɬ䨸릤䬬§§릤산 §산갬䨸산갬릤ö§鯈릤§ § 릤§䘐산䀸䬬§§牨산릤§릤산ꮠ갬§산갬䨸산갬릤§ ꮠ릤릤䬬ꮠ갬§ꮠ䬬§䀸§䨸䬬ꮠ갬§갬산牨릤䬬ö§Şꮠ갬§§Ű릤릤䬬ꮠ§×nĀĀnݧ산갬䨸산갬릤§갬산牨릤䬬§산릤§§ 산ꮠꮠ䀸§산ꮠ牨릤§§릤산§ 릤§ꮠ릤§릤䘐릤릤§ 릤§䬬䨸릤䬬§§§ꮠ§ꮠ牨릤§䨸§ꮠ§ꮠ䬬§산§ 牨§ § 산䀸 §갬릤릤 §䀸 §䨸릤䬬ö § 릤 §갬산牨릤䬬 §䬬 䨸 §릤 §릤䀸릤 §산 § 䨸î §ꮠ §ꮠ䬬 §산䬬 §산 §䘐산䀸 § § 牨산릤§ 릤§䬬䨸릤䬬§산ꮠ릤§ 릤§산갬䨸산갬릤§䨸ꮠ갬§ 릤§갬산牨릤ö§산 ꮠ릤§ꮠ산§Ű릤릤䬬ꮠ§×nĀĀnݧ 산䬬 §릤 ꮠ릤䬬 §갬산牨릤䬬 §산䬬 §산ꮠꮠꮠ릤䬬 §䘐ꮠ §䨸릤䬬î §산 §갬산î §산 §릤릤牨릤 § § 䨸ö §산牨릤䬬 § ꮠ릤§牨산䀸§ 산䬬§䬬䨸 §산䬬§䨸릤î§牨릤ꮠꮠî§릤산 산ꮠî§산§릤산ꮠ갬ö§ 릤§ 릤䬬릤산 릤§䬬 䨸§릤牨릤牨릤§ 산§ 릤§牨산ꮠ§ 산§䨸䬬ꮠ갬§갬산牨릤䬬§ꮠ䬬§§牨릤§산갬䨸산갬릤§ 릤산ꮠ갬§ꮠ§ 䨸§산§ꮠ릤릤䬬ꮠ갬§䘐산䀸䬬ö§ 릤릤§산릤§䬬牨릤§산산산갬릤䬬§ §䨸䬬ꮠ갬§갬산牨릤䬬ö§
nĖ§ §
릤§릤산갬갬ꮠ산§산䨸릤䬬î§산ꮠ䨸산䀸§ꮠ§䬬릤§산갬䨸산갬릤§릤산 ꮠ갬ö§산牨릤䬬§산릤§ 릤 릤ꮠ릤§릤산䨸䬬릤§ 릤䀸§ꮠ릤§牨ꮠ산ꮠî§䘐릤§ 릤§䬬䨸릤䬬ѧ䬬릤䬬䬬î§산§갬ꮠ릤§ 릤牨§ 릤§䨸ꮠ䀸§ §릤산§牨牨䨸ꮠ산ꮠö§산牨릤䬬§牨산ꮠ산ꮠ§ 릤§䬬䨸릤䬬‟§牨ꮠ산ꮠö§
릤릤§산릤§䬬牨릤§릤 릤䬬§䘐 §산䬬䬬ꮠ ꮠ릤§갬산牨릤䬬§ꮠ§䬬릤릤산§산릤갬ꮠ릤䬬ö§산 ꮠ릤§ ×ĆĴĴĀĺݧ릤 산ꮠ䬬§䘐§䘐산䀸䬬§ §산䬬䬬ꮠ 䀸ꮠ갬§갬산牨릤䬬ö§ꮠ䬬î§䬬 릤§ꮠꮠ릤§산갬䨸산갬릤§갬산牨릤䬬§ ꮠ§䘐§䀸릤䬬§䘐 ꮠ §산릤§ꮠ갬䨸ꮠ䬬ꮠ䬬§갬산牨릤䬬§산§牨牨䨸ꮠ산ꮠ릤§갬산牨릤䬬ö§ꮠ갬䨸ꮠ䬬ꮠ䬬§ 갬산牨릤䬬§ 䨸䬬§§산䨸산䀸§산§牨牨䨸ꮠ산ꮠ릤§갬산牨릤䬬§ 䨸䬬§§䬬䨸릤䬬䬬 䨸§릤 산갬릤§ § ꮠ 牨산ꮠ§산§ꮠ릤산䬬ö§ 릤§䬬릤§산 牨䀸§ 산䬬§ꮠ릤§산릤갬ꮠ릤䬬ö§ 릤䀸§산릤§䬬ꮠ갬î§ 릤ꮠ갬산산갬ꮠ갬î§ꮠ 牨산ꮠ§갬산î§갬䨸릤䬬䬬ꮠ갬î§䬬릤산 î§牨산 ꮠ갬î§산릤ꮠ갬î§ 릤 산갬ꮠ갬î§산î§산§릤§산䀸§갬산牨릤䬬ö§
nĜ§ §
Đö Ť산§산牨릤䬬§
산ö Ű릤 ꮠꮠꮠ§ §Ť산§산牨릤䬬
Ť산§갬산牨릤䬬§산릤§산ꮠ릤§갬산牨릤䬬ö§Ť산§갬산牨릤䬬§산릤§䘐릤§䘐§산牨䬬§ꮠ§산§ § 䬬ꮠ릤䀸§ꮠ§ 릤§䘐ö§ 릤§ꮠ갬ꮠ䬬§ §산§갬산牨릤䬬§산牨릤§ 牨§Ū ꮠ산î§ꮠ산ꮠ갬릤ꮠ산ö§ 릤§ ꮠ䬬§산§갬산牨릤§릤릤§䘐§ꮠ䬬§⟴릤릤î§䘐 ꮠ §ꮠ䬬§ 䨸§ꮠ§ 릤§Ŷ갬䀸ö§Şꮠ갬§§ §산§Ť릤§×ĆĴĴĴݧ산§갬산牨릤䬬§산릤§산䀸§갬산牨릤䬬§䘐 ꮠ §牨산ꮠ䀸§ꮠ릤§牨ꮠ갬§ 牨산릤䬬 §산갬 §산 §산 ö § 릤릤 §산릤 §牨산䀸 §ꮠ 릤릤 §䀸릤䬬 § §산 §갬산牨릤䬬 §䬬䨸 §산䬬 § સ䀸î §⟴산릤䬬 §산 §산릤䬬î §䨸î §릤ö § 릤 §䨸릤䬬 § §산 §갬산牨릤䬬 §산갬릤 § 牨 § 릤䀸§䬬ꮠ牨릤§릤§䬬䨸 §산䬬§⟴산릤䬬§산§산릤䬬§§ 릤§牨䬬§牨릤 §릤§䬬䨸 §산䬬§ સ䀸§산§Ű산갬䬬§산§Ű산갬䬬§산§갬산牨릤䬬ö§Ť산§갬산牨릤䬬§산릤§산§ꮠ§ §갬산牨릤䬬§ 산§산§릤§䨸䬬릤§ꮠ§릤산 ꮠ갬§산갬䨸산갬릤§릤산䨸䬬릤§산䬬§릤§×ĆĴĮĆĺnݧ䬬산䀸䬬§산§갬산牨릤䬬§ 산릤§산䬬§릤릤§䨸䬬릤§§릤산 § ꮠ릤§산䬬ꮠ§ 산§산§ꮠ 牨산ꮠ§산䨸§ 릤§䘐§ꮠ§ 䘐 ꮠ § 릤䀸§ꮠ릤ö§§ 릤§산§갬산牨릤î§ 릤릤§산릤§䬬牨릤§牨산릤ꮠ산䬬§릤릤릤§䀸§ 릤§산䀸릤ö§ 릤릤§䬬 䨸§릤§䨸릤䬬î§ꮠ릤î§갬산牨릤§산î§산§산䬬§×릤§ꮠ산§ 산 牨산䘐산ꮠĺnĀĆnÝö§ 릤릤§산릤§ 릤릤§ꮠ䬬§ §산§ §산§갬산牨릤§䬬릤§䀸§릤䘐ꮠ䬬§ 산§Ť䨸䬬§×ĆĴĴĴĺĆĀÝö§ 릤䀸§산릤§䬬산산§䬬산릤§산î§릤릤ð릤ꮠ갬§산î§산§牨䨸ꮠð 䨸릤§산ö§
ö Ş산산갬릤䬬§ §쀔䬬ꮠ갬§Ť산§산牨릤䬬§
nĢ§ §
릤§릤산§䘐ö§Ş§산§갬산牨릤§ꮠ䬬§ 䨸§산§릤갬산갬ꮠ갬ö§§산산䬬§ 릤§䬬䨸릤䬬‟§산릤ꮠ§ §산ꮠꮠ산릤§ꮠ§ 릤§산䬬䬬ö§§산䬬§牨릤䬬§牨牨䨸ꮠ산ꮠ릤§산ꮠꮠꮠ릤䬬§릤산䨸䬬릤§䘐 ꮠ릤§ 산䀸ꮠ갬§ 릤§갬산牨릤§ 릤§䬬䨸릤䬬§䘐ꮠ§ꮠ릤산§䘐ꮠ § 릤䬬§䨸䬬ꮠ갬§산갬릤§산갬䨸산갬릤ö§ 릤䀸§ 산䬬§갬§䨸ꮠꮠ릤䬬§§릤 릤ꮠ릤릤§䨸䬬ꮠ갬§ 릤§산갬䨸산갬릤§䘐 ꮠ §䘐ꮠ§ 릤§ 릤牨§§䨸ꮠ§ 릤ꮠ§ ꮠ릤릤§ꮠ§䨸䬬ꮠ갬§산갬릤§산갬䨸산갬릤ö§§산䬬§ꮠ릤䬬§산䨸산§ꮠꮠ갬§ § 릤牨ö§ Ť릤䬬ꮠ릤䬬§ 릤䀸§산ꮠ릤§ 릤§산갬䨸산갬릤§䀸§ 릤牨䬬릤릤䬬î§ 릤䀸§산䬬§ 릤산§ 릤§릤 릤䬬䬬ꮠ䬬§ 牨§ 릤ꮠ§ ꮠ릤䬬ö§§ 릤䬬§ 릤牨§§릤牨릤牨릤§ 릤§산갬䨸산갬릤§릤릤ö§Ş§산§산䬬§ 산䬬§ 릤릤 ꮠ§ꮠ§ 릤§ 산산릤§䨸ꮠꮠ갬ö§§ꮠ䬬ꮠ䬬§산䨸릤§䬬䨸 §산䬬§산ꮠ릤릤§산§ꮠ牨산䀸î§산䬬§ ꮠ§牨산䀸§갬산牨릤䬬§䘐 릤릤§ 릤䀸§릤릤§§牨산릤§산§릤산î§ꮠ릤§산릤䬬î§릤산산릤§산䬬î§ §릤갬ꮠ산릤§䘐ꮠ §릤산 §산 릤ö§산牨릤䬬§릤䨸산갬릤§릤산ꮠî§䨸ꮠ§릤산牨§䬬ꮠꮠ§산§ 릤䬬릤î§산䬬§䘐 릤§䬬䨸릤䬬§릤䬬릤§䨸§산ꮠ갬î§ §ꮠ䬬산릤§×Ŷ䬬î§nĀĀĀÝö§
ꮠ산§×nĀĆnݧ牨릤ꮠ䬬§ 릤§산산산갬릤䬬§ §산§갬산牨릤䬬§ § 릤§䬬䨸릤䬬§산§ 릤§ 릤산 릤ö§Ť산§갬산牨릤䬬§갬ꮠ릤§牨산䀸§산산산갬릤䬬§§ 릤§䬬䨸릤䬬§릤산䨸䬬릤§산§갬산牨릤䬬§ ꮠ릤§ꮠ §릤산ꮠ갬§䨸ꮠꮠ릤䬬§산§ꮠ牨릤§ 릤ꮠ§릤산ꮠ갬§䘐산䀸䬬î§릤§§ 릤§ 릤산§ꮠ 릤§䬬ꮠ䨸산ꮠ䬬î§릤䨸산갬릤§ 릤§䨸䬬릤§ §산䨸 릤ꮠ§牨산릤ꮠ산䬬§산§갬䨸산산릤릤§ 릤䬬 § 릤î§릤 산릤§ 릤ꮠ§牨ꮠ산ꮠ§산䬬§ 릤䀸§릤릤ꮠ릤§ 릤牨§산䬬§ 䨸§산§릤䀸산릤î§ 릤§ 릤牨§§릤§牨릤§릤산ꮠ릤î§산§ꮠ§ 릤§릤牨ꮠ산§䬬ꮠ릤î§릤ö§સ릤산䘐 ꮠ릤î§ 릤§ 산산산갬릤䬬§ §산§갬산牨릤䬬§ § 릤§릤䬬릤산 릤§산릤§ 릤ꮠ갬§ 릤§릤䬬릤산 릤§§갬릤§ 릤§ 䬬䨸릤䬬§ꮠ릤§산§갬릤§牨릤§䬬ꮠꮠ릤§산ꮠ릤§릤䬬䬬릤䬬î§릤 산ꮠ갬§ 릤ꮠ§ 牨ꮠ산ꮠ§릤산䨸䬬릤§ꮠ§ꮠ䬬§산䬬§䘐ꮠ § 릤§릤갬䨸산§산䬬䬬§릤 릤ꮠ䬬릤䬬î§산ꮠ갬§ꮠ릤릤䬬§§ 䘐 산§ 릤䀸§§§牨산䀸§ ꮠ§ꮠ릤릤䬬ꮠ갬ö§
nĨ§ §
ö Űꮠ䬬산산산갬릤䬬§ §쀔䬬ꮠ갬§Ť산§산牨릤䬬§
Ť릤䬬ꮠ릤䬬§ 릤§산산산갬릤䬬§ §䨸䬬ꮠ갬§산§갬산牨릤䬬î§ 릤릤§산릤§산䬬§䬬牨릤§ꮠ䬬산산산갬릤䬬§ ꮠ§산䀸ꮠ갬§산§갬산牨릤䬬§ꮠ§ 릤§산䬬䬬ö§§릤산릤§산§산§갬산牨릤î§ 릤§릤䬬릤산 릤§릤릤䬬§ 牨릤§ꮠ牨릤î§릤릤갬䀸î§牨릤䀸§산§릤산산ꮠ§ 산§䨸䬬䨸산ö§§ꮠ䬬§릤산䨸䬬릤§ 릤§릤䬬릤산 릤§ 릤릤䬬§§릤산릤§ 릤§산î§ꮠ릤î§산䬬î§릤§ꮠ§릤§§牨산릤§䬬䨸릤§ 릤§산ꮠꮠ䀸§䨸䬬§ 䘐릤ö§산 牨산䘐산ꮠ§×nĀĆnĺĐĜݧ䬬산릤䬬§ 산§牨산䀸§牨牨릤ꮠ산§산§갬산牨릤䬬§산릤§䬬§ꮠ§ 릤§ 牨산릤§䨸§ 릤§릤䬬릤산 릤§릤릤䬬§§산산§ 릤§갬산牨릤䬬§䬬§ 산§ 릤䀸§ ꮠ§ 릤§릤릤䬬§ § 릤§ 릤산ꮠ갬§산ꮠꮠꮠ릤䬬ö§ 릤§릤䬬릤산 릤§산䬬§릤릤䬬§§䨸䬬릤§ ꮠ䬬ú 릤§릤산ꮠꮠ䀸§§릤䬬ꮠ갬§산§ 산§갬산牨릤§ 산§䬬䨸ꮠ산릤§ § 릤§䬬䨸릤䬬ö§䘐산산䀸䬬î§ 릤릤§산릤§牨산䀸§ꮠ릤§䘐릤䬬ꮠ릤䬬§ 䘐 ꮠ §산§ 릤§ 릤§릤䬬릤산 릤§§牨산릤§산§산§갬산牨릤§산ꮠ갬§§ 릤§릤릤䬬ö§§ 릤§ 릤갬ꮠꮠ갬§ § 릤§산䬬䬬î§ 릤§릤䬬릤산 릤§산䬬§릤릤䬬§牨릤§ꮠ牨릤§§릤 산ꮠ§ 릤§䨸릤䬬§산§ 릤牨䬬산릤䬬 § 릤 §갬산牨릤 §䬬 § 릤 §䬬䨸릤䬬 §릤산䀸 §䨸릤䬬산 § 릤 §䨸릤 § § 릤 §갬산牨릤䬬ö §Ş䬬 § 䬬산릤§䀸§산 ꮠ릤§×ĆĴĴĀĺꮠÝî§ 릤§릤䬬릤산 릤§䬬 䨸§릤 산ꮠ§ꮠ릤 䀸§䘐 산§ 릤§갬산牨릤§ ꮠ릤䬬î§ 산§䨸§ 릤§ ꮠ릤§산䬬î§갬ꮠꮠ갬§산§ꮠ릤§ꮠ牨릤§§䬬䨸䀸§ 릤牨ö§ 릤§ 릤䬬릤산 릤§산䬬§릤릤䬬§§갬ꮠ릤§牨릤§산릤ꮠ§§ 릤§䬬䨸릤䬬§릤산䨸䬬릤§ 릤ú䬬 릤§릤릤䬬§§ 牨릤§산䨸§산§牨ꮠ§ 릤§䬬䨸릤§§牨산릤§릤§ § 릤ꮠ§牨ꮠ䬬산릤䬬§§릤䬬ö§⟴î§ 릤§릤䬬릤산 릤§산§갬ꮠ릤§ 릤릤산§ꮠ§ 릤§릤§ § 릤§갬산牨릤ö§
§ꮠ릤 î§ 릤릤§산릤§䬬牨릤§ꮠ䬬산산산갬릤䬬§ §䨸䬬ꮠ갬§산§갬산牨릤䬬ö§§릤牨릤§ 릤䬬릤§ 릤牨䬬î§ 릤§릤䬬릤산 릤§릤릤䬬§§산릤 䨸䀸§릤산릤§ 릤§갬산牨릤§릤 릤§ 릤§릤䬬䬬§산§ 牨산릤䬬§䬬䨸릤§ 산§산§ 릤§牨산릤ꮠ산䬬§산릤§릤산䀸§§䨸䬬릤ö§
nĮ§ §
ö 릤산ꮠ갬§Ť산§산牨릤䬬§ §⟴릤산ꮠ갬§Şꮠꮠ䀸§
릤산ꮠ갬§산§산§갬산牨릤§ §䬬릤산ꮠ갬§ꮠ䬬§§릤산䬬䀸§산䬬§§§릤산䨸䬬릤§ꮠ§릤릤䬬§牨릤§ ꮠ牨릤î§牨릤䀸î§산§릤릤갬䀸ö§સ산䀸§牨牨릤ꮠ산§산§갬산牨릤䬬§산릤§䬬§ꮠ§ 릤§牨산릤ö§ 䘐릤릤î§ 릤§릤䬬릤산 릤§산§䨸䬬릤§ 䬬릤§산§갬산牨릤䬬ö§ 릤§릤䬬릤산 릤§ 산䬬§§산산§ 산§갬산牨릤䬬§䬬§ 릤䀸§䘐ꮠ§릤§ꮠ§ꮠ릤§䘐ꮠ § 릤§산ꮠ牨§ §릤산 ꮠ갬§䬬릤산ꮠ갬ö§ 릤§ 릤䬬릤산 릤§산§牨산릤§ 릤ꮠ§䘐§산§갬산牨릤䬬ö§Ť䨸 산산§ꮠ산§산 牨산䘐산ꮠ§×nĀĆnĺĐĜݧ 䬬릤䬬§䬬牨릤§䬬릤䬬§§牨산릤§산§갬산牨릤䬬ö§ 릤§ ꮠ䬬§ꮠ䬬§릤산ꮠ갬§ 릤§牨산릤ꮠ산ö§ ⟴릤§ꮠ䬬§산ꮠ갬§ 릤§ꮠ§ § 릤§갬산牨릤ö§ ꮠ§ꮠ䬬§릤릤牨ꮠꮠ갬§ 릤§릤갬ꮠꮠ갬§산§ 릤§ 릤§ § 릤§갬산牨릤ö§䨸 §ꮠ䬬§릤䬬ꮠ갬ꮠ갬§ 릤§䨸릤ö§ꮠ §ꮠ䬬§릤䬬ꮠ갬ꮠ갬§ 릤§牨ꮠ산ꮠ§ § 릤§갬산牨릤ö§⟴ꮠ §ꮠ䬬§릤산ꮠ갬§산§산§갬산牨릤§산ꮠ갬§ 릤§䨸릤䬬§산§ 릤§산䬬§ꮠ䬬§䘐ꮠꮠ갬§ 䘐§ 릤§䨸릤䬬ö§Ū 산갬§산§Ū갬䬬䘐릤§×nĀĀĮݧ산䬬§산§䬬牨릤§ꮠ䬬§ꮠ§릤䬬ꮠ갬ꮠ갬§산§산§ 갬산牨릤§§릤§산산릤§ꮠ§산§산갬䨸산갬릤§산䬬䬬牨ö§ 䬬릤§ꮠ䬬§산릤§ 릤§릤䬬릤산 릤§牨䨸䬬§릤§ 릤산ꮠ릤§ꮠ§牨산ꮠ갬§산§갬산牨릤䬬î§ 릤§갬산牨릤䬬§䬬 䨸§§ꮠ릤릤䬬ꮠ갬§산§ 릤䬬䬬ꮠ산î§ 릤§䨸릤䬬§牨䨸䬬§갬î§산§ 릤§갬산牨릤§䬬 䨸§릤§산§릤산ꮠ갬§䬬ö§
Ėö 릤§⟴산릤䬬§산§산릤䬬§Ť산§산牨릤§
산ö Ű릤 ꮠꮠꮠ§ § 릤§⟴산릤䬬§산§산릤䬬§Ť산§산牨릤§
nĴ§ §
逄ꮠꮠ䬬 §䬬ɬ䨸산릤§산§산§䬬산릤§ꮠ갬산릤䬬§ 릤§산䀸릤䬬§§릤䨸§§산§䬬ɬ䨸산릤§릤산릤§ 릤§ 逄⟴산§䬬ɬ䨸산릤ö§§ ꮠ䬬§갬산牨릤î§ 릤§䬬䨸릤䬬§산§릤산§산䨸§䨸§산§䘐§ꮠ§ꮠ 릤§§ 산䨸§䀸䬬§산§䨸릤䬬ö§ 릤§산릤䬬§릤릤䬬릤§逄 릤§䨸§ꮠ 릤§산§䀸§䘐 ꮠ릤§ 릤§ 릤 ꮠ䬬릤릤§ § 릤§䬬산릤䬬§릤릤䬬릤§逄 릤§䘐§ꮠ§ꮠ 릤§§䨸릤§×⟴산ꮠ§산§સ䨸산 î§ nĀĆnÝö§
ö સ산릤ꮠ산䬬§ꮠ§산䀸ꮠ갬§ 릤§⟴산릤䬬§산§산릤䬬§Ť산§산牨릤§
릤릤§산릤§䬬牨릤§牨산릤ꮠ산䬬§ꮠ§산䀸ꮠ갬§ 릤§⟴산릤䬬§산§산릤䬬§산§갬산牨릤ö§ 릤䀸§ 산릤§䨸릤䬬î§ꮠ릤î§갬산牨릤§산î§산§산䬬§×릤§ꮠ산§산 牨산䘐산ꮠĺ§nĀĆnÝö§ 릤§ 䨸릤§䘐ꮠ§릤§䨸䬬릤§산䬬§산§牨산릤§ §산§산䀸릤§§릤§䨸§§ 릤§산ö§ 릤§䨸릤§산§ 릤§䬬릤î§䬬릤릤䬬î§산䬬ꮠ䬬§䨸릤䬬䨸䬬ö§ 릤§ꮠ릤§ꮠ䬬§산§䬬牨산ð䬬ꮠ §䨸릤§䘐ꮠ §릤§§ 䬬ꮠ §䬬§§ꮠ䬬§䬬ꮠ릤ö§䘐릤릤î§ 릤§릤䬬릤산 릤§牨ꮠ ꮠ릤§ 릤§ꮠ릤§ꮠ§ 릤§䬬ꮠ ð䨸릤§䘐ꮠ § 릤§릤§§ 䨸§䬬§§ꮠ䬬§䬬ꮠ릤ö§ 릤§ꮠ릤§䘐ꮠ§릤ꮠ릤§ 䘐§牨산䀸§䬬릤䬬§ 릤§산䀸릤䬬§䘐ꮠ§ 牨릤ö§ 릤§갬산牨릤§산§ꮠ䬬§䘐 릤릤§ 릤§산䀸릤䬬§牨릤§ 릤§䨸릤ö§ 릤§산§ § 릤§갬산牨릤§ 䬬ꮠ䬬䬬§ §䬬牨릤§䬬ɬ䨸산릤䬬§ 산§䬬산§ 牨§逄⟴산§산§릤§§逄ꮠꮠ䬬 ö§ ꮠ릤§산䀸ꮠ갬§ 릤§갬산牨릤î§ 릤§산䀸릤䬬§䘐ꮠ§ ꮠ§산릤䬬§산§䬬산릤䬬ö§鯈§ 릤§릤산 §䬬ɬ䨸산릤§ § 릤§갬산牨릤§ 릤䀸§릤릤§§산릤§산§산§산ꮠꮠ갬§䨸릤§§릤 릤䬬䬬ꮠ§ 산§ 릤䀸§릤릤§§䨸䬬릤ö§ 릤§릤§ 䘐 §릤산 릤䬬§ 릤§逄ꮠꮠ䬬 §䬬ɬ䨸산릤§ꮠ䬬§ 릤§䘐ꮠ릤ö§
ö 䨸릤䬬§ §산䀸ꮠ갬§ 릤§⟴산릤䬬§산§산릤䬬§Ť산§산牨릤§
ĐĀ§ §
산릤§ 릤§䨸릤䬬§ § 릤§⟴산릤䬬§산§산릤䬬§산§갬산牨릤§ɬ䨸릤§ 牨§산䀸산ꮠ§×nĀĆnĺ§ĐĢݧ 䘐ꮠ §䬬牨릤§牨ꮠ ꮠ산ꮠ䬬ö§
ĆÝ 䨸§䀸䨸§산䀸ꮠ갬§ꮠ릤릤§§ 릤§䬬산§䬬ɬ䨸산릤ö§
nÝ Ű릤ꮠ릤§䘐 §ꮠ䬬§갬ꮠ갬§§䬬산§산§䘐 ꮠ §릤§䀸䨸§산릤§갬ꮠ갬§§산䀸ö§
ĐÝ ꮠ䬬 §산䀸릤 §䬬 § 릤 §ꮠ릤 §산 §牨릤䬬 § 䘐산 §산ꮠ갬 § 릤 §䨸牨릤 § § 릤 § ꮠ릤ö§
ĖÝ Ş䬬䘐릤§ 릤§ɬ䨸릤䬬ꮠ§산ꮠ갬§§ 릤§䨸牨릤§ § 릤§䬬ɬ䨸산릤§ꮠꮠ산릤䬬ö§ ĜÝ ⟴릤산§산䨸§ 릤§ 릤§산䬬䘐릤ö§
ĢÝ Ūꮠ䨸릤§ 릤§산䀸ꮠ갬 릤§ꮠ릤§산갬산ꮠö§
ĨÝ 산䀸릤§갬릤䬬§䬬산릤䬬§䨸§ § 牨§ 릤§䬬산릤§ꮠ§䨸ꮠ§ 릤§䬬산릤‟䬬§산ꮠö§
ĮÝ 산䀸릤§갬릤䬬§산릤䬬§䨸§§ 牨§牨§ § 릤§산릤§䨸ꮠ§§ § 릤§산릤ö§ ĴÝ § ꮠꮠ䬬 §䀸䨸§ 산릤§§산§ꮠ릤䀸§§ 릤§䬬ɬ䨸산릤§산䬬§䬬ɬ䨸산릤ö§
ö 牨릤牨릤ꮠ갬§ 릤§⟴산릤䬬§산§산릤䬬§Ť산§산牨릤§ §⟴릤산ꮠ갬§Şꮠꮠ䀸§
ĐƧ §
䨸䬬§§§ 릤§ꮠ릤§산§ 릤§릤§䘐 §갬릤䬬§ 릤§ ꮠ갬 릤䬬§䨸牨릤§䘐ꮠ§갬§ ꮠ䬬§산§ 릤ꮠ릤䬬§릤§ § 릤§산䀸릤䬬ö§ 릤§ ꮠ䬬§산䀸릤§䬬§ 릤§ꮠ릤§산§牨릤䬬§§ 릤§릤 § 䬬ɬ䨸산릤§산ꮠ갬§§ 릤§䨸牨릤§ 산§ 릤§ꮠ릤§ꮠꮠ산릤䬬ö§§릤 산牨릤§ꮠ § 릤§산䀸릤§갬릤䬬§ 릤§䘐§䬬§ꮠ§ 릤§ꮠ릤î§ 릤§산䀸릤§牨릤䬬§䘐§䬬릤䬬§ 牨§ 릤§逄⟴산§䬬ɬ䨸산릤ö§ 릤§ ꮠ § î 릤§䬬䨸릤䬬§ 산릤§§산䬬䘐릤§릤릤䀸§ɬ䨸릤䬬ꮠ䬬§산§ꮠ䬬䨸ꮠ䬬§ꮠ§릤릤䀸§䬬ɬ䨸산릤䬬ö§ 릤§ 산䬬 릤§릤§䘐 §릤산 릤䬬§ 릤§逄ꮠꮠ䬬 §䬬ɬ䨸산릤§ ꮠ䬬§䘐ꮠ§ 릤§갬산牨릤ö§
B. Related Studies
릤§⟴산릤䬬§산§산릤䬬§산§갬산牨릤§ꮠ䬬§산§§갬산牨릤§䨸§ꮠ§ ꮠ䬬§䘐ꮠ § 릤§䨸릤§ 산산 § ꮠ§牨牨䨸ꮠ산ꮠ릤§ 산갬䨸산갬릤§ 릤산 ꮠ갬ö§ § 산§ ꮠ牨릤§ 릤§ 䬬䨸릤䬬‟산 ꮠ릤릤牨릤§ꮠ§ 릤§산䬬䬬ö§ 릤릤§산릤§䬬牨릤§䬬ꮠ牨ꮠ산§릤䬬릤산 §䬬䨸ꮠ릤䬬§ 산§ 산§ 릤릤§䨸릤§릤 릤ö§ 릤§릤䬬䨸§ § 릤§릤䬬릤산 §ꮠ䬬§릤䬬ꮠ릤§산䬬§ 䘐䬬ö§鯈릤§ § 릤§ 릤䬬릤산 §䬬䨸ꮠ릤䬬§䘐산䬬§䨸릤§䀸§산䀸산ꮠ§×nĀĆnÝö§⟴ 릤§䨸릤§산§릤䬬릤산 §ꮠ§ 릤§ 릤 § §Ŷ갬ꮠ䬬 §릤산 ꮠ갬§산§릤산ꮠ갬§ꮠ§릤䬬ꮠ산ö§ 릤§릤䬬릤산 § ꮠꮠ갬§릤§ 산§ 릤§⟴산릤䬬§산§산릤䬬§산§갬산牨릤§ 릤릤§ 릤§䬬䨸릤䬬§§릤산§산갬䨸산갬릤ö§ 릤䀸§ 䬬 䘐릤§ 릤ꮠ§ꮠ릤릤䬬§§산ꮠꮠ산릤§산ꮠ릤䀸§ꮠ§ 릤§산䬬䬬ö§
릤§갬산牨릤§산䬬§ 릤릤§ 릤牨§§ꮠ릤산䬬릤§ 릤ꮠ§산䨸산䀸§牨산䬬릤䀸ö§Ş 릤§ 릤䬬릤산 §䬬䨸䀸§䘐산䬬§䨸릤§䀸§산 牨산䘐산ꮠ§×nĀĆnÝö§⟴ 릤§산䬬§䨸릤§ 릤§릤䬬릤산 § ꮠ§ 릤§릤 § §Ŷ갬ꮠ䬬 §릤산 ꮠ갬§산§릤산ꮠ갬§ꮠ§릤䬬ꮠ산ö§
릤§릤䬬䨸§ § 릤§릤䬬릤산 §䬬 䘐릤§ 산§䨸䬬ꮠ갬§산§갬산牨릤䬬§ꮠ§ 릤§䬬릤산ꮠ갬§산䬬䬬§ 릤릤§ 릤§䬬䨸릤䬬§§ꮠ牨릤§ 릤ꮠ§牨산䬬릤䀸§ꮠ§䬬릤산ꮠ갬ö§ 릤䀸§䬬䨸릤䬬䬬 䨸䀸§ꮠ牨릤§ 릤ꮠ§牨릤 릤䬬ꮠî§ 䨸릤䀸î§산䨸산䀸§牨산䬬릤䀸î§산§갬산牨牨산§
Đn§ §
C. Theoritical Framework § English Teaching
by Snake and
Ladder Game OUTPUT
ĐЧ §
D. Hypothesis
· Ā§ ĺ§ 릤§ꮠ牨릤牨릤산ꮠ§ § 릤§⟴산릤§산§산릤§산牨릤§ꮠ䬬§§릤 릤ꮠ릤§ §릤 산릤§ 릤§䬬䨸릤䬬§䬬릤산ꮠ갬§䬬ꮠ§산§ 릤§䬬릤§䀸릤산§䬬䨸릤䬬§ § ⟴સŞöƧ산산산ö
· Ƨ ĺ§ 릤§ꮠ牨릤牨릤산ꮠ§ § 릤§⟴산릤§산§산릤§산牨릤§ꮠ䬬§릤 릤ꮠ릤§§ 릤 산릤§ 릤§䬬䨸릤䬬§䬬릤산ꮠ갬§䬬ꮠ§산§ 릤§䬬릤§䀸릤산§䬬䨸릤䬬§ § ⟴સŞöƧ산산산ö§
ĐĖ§ §
CHAPTER III
RESEARCH METHOD
ꮠ䬬 산릤릤산䬬䘐ꮠ 릤䬬릤산 牨릤 䨸산ꮠ산䬬산牨릤산ꮠ산릤䬬
산ꮠ䬬䨸牨릤산산릤ꮠ릤䨸릤䬬산산산산䀸䬬ꮠ䬬릤 ꮠɬ䨸릤䬬산䬬산ꮠ䬬ꮠ
릤䨸릤䬬
A.Research Design
릤릤䬬릤산 릤䬬ꮠ갬䨸䬬릤ɬ䨸산䬬ꮠઈ릤 릤ꮠ牨릤산릤䬬ꮠ갬 릤릤ઈ릤䬬ઈ䬬ઈ릤䬬
릤ɬ䨸ꮠ산릤갬䨸릤䬬ꮠ갬릤 릤䨸ꮠ갬 ꮠ䬬릤䬬릤산 릤릤䬬릤산 릤䨸䬬릤릤ઈ릤䬬산
䬬ઈ릤䬬릤䬬ꮠ갬ꮠ 릤 릤ꮠ牨릤산산릤산䬬䬬䘐䨸산ꮠ牨 ꮠ䨸
䨸䬬ꮠ갬⟴산릤산산릤산牨릤ꮠ牨릤 릤⟴䨸릤䬬⟴릤산ꮠ갬⟴ꮠ 릤
릤산牨릤䘐䨸䨸릤산 릤 릤릤릤䬬갬릤 릤䬬ꮠ갬ꮠ ꮠ산릤 릤ꮠ릤릤䬬䬬䀸
牨산ꮠ갬 릤릤ઈ릤䬬산 릤䬬릤䬬릤䬬䨸 릤릤䬬릤산 릤䬬ꮠ갬䘐䨸릤릤䬬릤릤
산䬬 䘐
Group Pre-Test Treatment Post-Test
E ퟰ
C ퟰ ઈ
릤릤
魤 ഐ릤 릤ꮠ牨릤산산䬬䬬
ĐĜ§ §
ퟰ ഐ릤ઈ릤䬬
ഐ䬬ઈ릤䬬
ഐ릤산牨릤 릤સ산ꮠ산સꮠ䬬Ὠ왌
B.Variables of the Research
릤릤 릤ꮠ牨릤산릤䬬릤산 릤릤䘐릤릤䘐산ꮠ산릤䬬 산䘐䨸릤
牨산ꮠ䨸산릤䀸 릤릤䬬릤산 릤 릤䀸산릤ꮠ릤릤릤산ꮠ산릤산릤릤릤
산ꮠ산릤�릤릤릤산ꮠ산릤ꮠ䬬산 산䘐 ꮠ ꮠ䬬牨산ꮠ䨸산릤䀸 릤䘐ꮠ릤
릤릤牨ꮠ릤 릤릤산ꮠ䬬 ꮠ릤䘐릤릤 릤 릤牨릤산䬬릤릤 ꮠ릤릤릤릤
산ꮠ산릤ꮠ䬬산 산䘐 ꮠ ꮠ䬬䬬릤릤산牨릤산䬬䨸릤릤릤牨ꮠ릤 릤릤 릤
ꮠ릤릤릤산ꮠ산릤苨ꮠ䨸ퟰ
ퟰ 릤릤릤산ꮠ산릤
릤ꮠ릤릤릤산ꮠ산릤ꮠ ꮠ䬬릤䬬릤산 䘐산䬬⟴산릤산산릤산牨릤
릤릤릤산ꮠ산릤
릤릤릤릤산ꮠ산릤�ꮠ ꮠ䬬릤䬬릤산 ꮠ䬬 릤䬬䨸릤䬬䬬ꮠꮠ䬬릤산ꮠ갬魤갬ꮠ䬬
C.Population and Sample
ퟰ 䨸산ꮠ
릤䨸산ꮠ ꮠ䬬릤䬬릤산 䘐산䬬산릤 牨 릤䬬릤䀸릤산䬬䨸릤䬬
⟴સ苨ퟰ산산산ꮠ산산릤牨ꮠ䀸릤산ퟰퟰὨ 릤산䨸牨릤 䨸산ꮠ䘐산䬬
ퟰ䬬䨸릤䬬䘐 ꮠ 䬬ꮠ䬬 릤ꮠ갬 산䬬䬬릤䬬 릤䀸산릤 䨸苨산䬬䬬 릤릤⟴산䬬䬬
산릤산 산䬬산산䬬䬬苨산䬬䬬 산䬬䬬䨸릤䬬䘐 ꮠ 䬬ꮠ䬬 왌뀨 릤牨산릤䬬산뀨
牨산릤䬬⟴산䬬䬬 산䬬뀨䬬䨸릤䬬䘐 ꮠ 䬬ꮠ䬬 릤牨산릤䬬산왌牨산릤䬬산 산䬬산
