The study investigated the use of mind mapping in teaching young learners vocabulary. Vocabulary to young learners plays an important aspect of language proficiency in teaching. It is considered as an essential prerequisite for developing four language skills which are reading, writing, listening, and speaking. The purposes of the research are: to find out the implementation of mind mapping help the students improve their vocabulary, and find out the strengths and shortcomings of mind mapping in teaching young learners vocabulary, based on the students’ perceptions. Based on the researcher observation, many young learners faced some difficulties in learning vocabulary, such as memorizing new vocabulary, and comprehending the meaning. Mind mapping was offered to solve the problems in learning vocabulary. This study used classroom action research. It was conducted in one elementary school in Subang, involving 27 students. Classroom observation, interview, and vocabulary test were used to obtain the data. The data were analyzed by using triangulation. The result of the research revealed that mind mapping helps improving young learners vocabulary. The mean score of pre test in pre cycle was 67.96, cycle 1 was 71.85, cycle 2 was 76.48, and cycle 3 was 79.81. On the other hand, there was a significant improvement from pre cycle to cycle 3. Mind mapping is also effective to help students memorize vocabulary. In addition, mind mapping can encourage the students’ motivation and it creates more fun and enjoyable learning. It is recommended to use mind mapping in teaching vocabulary for the students in different levels of the students and kind of skills learning such as reading, writing, speaking, and listenin
