Results and InterpretationIn this s

Results and Interpretation
In this section findings of research are interpreted
by giving tables.
As shown in Table, there was a statistically
significant positive relationship between blank
completing and needing deep understanding tests
[between the scores from blank completing test and
prozody r=249, p

Hasil (Bahasa Indonesia) 1:

Results and InterpretationIn this section findings of research are interpretedby giving tables.As shown in Table, there was a statisticallysignificant positive relationship between blankcompleting and needing deep understanding tests[between the scores from blank completing test andprozody r=249, p<.05 and between the score fromdeep understanding and prozody r=847, p<.005].The reading speed of students and the scores that theygot from tests are presented in Table 6. There was astatistictically significant relationship between thescores gotten deep understanding and reading speed[the relationship between them r=.398 and p<.005].When the Table 3 is examined, it is seen that there wasa statistically significant negative relationship amongthe number of mistakes and the scores from blankcompleting, multiple choice, and short answer tests[between number of mistakes and the scores fromblank completing test r=-.555; between number ofmistakes and the scores from multiple choice test r=-.791, and between number of mistakes and the scoresfrom short answer tests r=-.529 and p<.005].As presented in Table 4, especially in-depth meaninglinking, was predicted by fluent reading skills moreaccurately. 76% of the variance in in-depth meaninglinking was accounted by fluent reading skills. Prozodywas better in the prediction of in-depth meaning linkingcompared to other skills. Also, it can be said that accuratereading skills were more effective than speed of readingfor reading comprehension. Although the relationshipbetween reading speed and scores from short answertest was not statistically significant, it was negative.