Type Token Ratio Analysis in Descriptive Writing Essay Taught Using the Think Talk Write Strategy Applied at the Senior High School Level

Najma Zeta Zain, Laily Nur Affini, Siti Lestari

Abstract


This study investigates the application of the Think Talk Write (TTW) strategy using picture prompts to enhance students' descriptive writing skills, with a focus on vocabulary richness. Conducted at SMA N 1 Mranggen, the research aimed to analyze the implementation of TTW in the classroom and assess students’ lexical diversity using the Type Token Ratio (TTR) and frequency-based word levels (K1 and K2). Employing a mixed-methods design, qualitative data were collected through lesson plan analysis and classroom observations, while quantitative data were gathered from 15 student writing samples analyzed using the Lextutor VocabProfile tool https://www.lextutor.ca/vp/eng/. The findings revealed that the TTW strategy, especially the "Talk" phase, effectively fostered student engagement and vocabulary development. Quantitative results showed an average TTR of 0.6460, indicating moderate lexical diversity, while K1 word usage averaged 81.16%, reflecting heavy reliance on high-frequency vocabulary. K2 word usage averaged 7.83%, suggesting limited use of mid-frequency vocabulary. Overall, the integration of TTW with visual media supported students in generating ideas and constructing more coherent and detailed descriptive texts. However, their vocabulary range remained within foundational levels, highlighting the need for further instructional focus on expanding vocabulary. This study contributes to writing pedagogy by showcasing how structured, collaborative, and visually supported strategies can enrich vocabulary use and writing fluency.

 


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DOI: https://doi.org/10.26877/lej.v5i2.25534

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