CHAPTER 1 1.1 Background Vern Sheridan Poythress (2009, pp. 17-22) in his book “In the beginning was the Word.” Explains the distinct roles of the persons of the trinity in Language as: Speaker, Speech, Breath. God the father created the world by speaking, Jesus The Son called himself The Word of God, and the bible indicates the Holy Spirit as the “breath of God” although the three are the same God. By using the understanding above as a “glasses”, language teachers around the globe should see language learning as the media to bring transformation in the classroom, both to the teachers and students (Van Brummelen, 2009, pp. 19). Therefore, the language lessons given in school should give the same impact to students and teachers as they are involved together in teaching and learning something that God used to create the universe and communicate within his trinity, the language. Language plays an important role in improving students’ intelligence and helps the students gain success in every subject at school. In the globalization era, English is not only as universal language but also as a tool to communicate in oral and written form to understand and figure out the information, mind, feeling, science, technology and culture. Therefore, language can be a subject to be studied at school. Based on the reality, learning to write is difficult especially for writing in a second or foreign language in an academic context. Writing is one of the most difficult productive skills that require specialized skills. Thus, it can be understood that errors usually occur in writing. Errors in writing can be in the forms of grammar, vocabulary, spelling, punctuation, organization, and cohesion. Based on the observation at XYZ Senior High School in Ambon, there were many problems that were found in writing skill. The students lacked vocabulary. It was because the teaching-learning process only depended on the strength of memory. When the researcher conducted an observation in the classroom, the teacher instructed the students to memorize all the unfamiliar words on the blackboard and in the next meeting the teacher tested some of students to say the words and mention their meaning. The students found difficulties to start writing. It was because the students were often confused to express their ideas in writing. Another problem was that they have low understanding of grammar. To solve the problems above, the students need a technique to help them understanding the new words easily. The technique is a tool to achieve a goal. The technique that is needed to improve their writing skill is a technique that can make the students easy in expressing their ideas, to arrange the words to be a good sentence. One of the techniques that can make the students find it easy to express and organize their ideas is the mind mapping. Mind mapping is a method to make the students find it easy to absorb information into their brain and take it out from their brain. Mind mapping is a way to 3 note effectively and creatively and it will map the ideas literally (Buzan, 2006). This technique can improve students’ creativity and make them happy in learning, because it consists of colors, pictures, and some key words that can also make them find it easy to learn English especially in writing skill. That is why the researcher used the mind mapping technique to improve students’ writing skill. It is because there are some benefits that are offered by the mind mapping technique in the English teaching-learning process, especially in writing skill. 1.2 Issues Based on the background presented above, the problems are formulated as below: 1) Does the use of Mind-Map® increase students’ writing organization in writing recount texts of the class of AB3 on XYZ Senior Highs School in Ambon? 2) How does Mind-Map® increase the students’ writing organization in writing recount texts of the AB3 class on XYZ Senior Highs School in Ambon? 1.3 Purposes According to the problems above, then the purpose of this research is: 1) To aply the use of Mind-Map® to increase students’ writing organization in writing recount texts of the class of AB3 on XYZ Senior Highs School in Ambon 2) To analyze the significance of the use of Mind-Map® will increase students’ writing organization in writing recount texts of the class of AB3 on XYZ Senior Highs School in Ambon 1.4 Advantages 1) For teachers: gives input in using Mind-Map® as one of teachers’tools in increasing students’ Writing Skills on writing recount texts. 2) For other researchers: as a reference in holding research about the same problem or the more complex ones. 3) For the researcher: as a reference in facing the same problem in the next teachings. 1.5 Operational Definition 1) Mind-Map® (invented by Tony Buzan) is a visual representation of hierarchical information that includes a central idea surrounded by connected branches of associated topics. It is a diagram used to visually organize information. A mind map is hierarchical and shows relationships among pieces of the whole. It is often created around a single concept, drawn as an image in the center of a blank page, to which associated representations of ideas such as images, words and parts of words are added. Major ideas are connected directly to the central concept, and other ideas branch out from those major ideas (Buzan & Buzan, The mind map book, 2009). 2) Writing is the process of using symbols (letters of the alphabet, punctuation and spaces) to communicate thoughts and ideas in a readable form. To write clearly it is essential to understand the basic system of a language. In English this includes knowledge of grammar, punctuation and sentence structure. Vocabulary is also necessary, as is correct spelling and formatting. A writer may write for personal enjoyment or use, or for an audience of one person or more. The audience may be known (targeted) or unknown. Taking notes for study purposes is an example of writing for one's self. Blogging publicly is an example of writing for an unknown audience. A letter to a friend is an example of writing for a targeted audience. As with speaking, it is important to consider your audience when writing. There are many different styles of writing, from informal to formal (Oshima & Hogue, 2010). Bibliography Buzan, T. (2006). How to mind map: Mind map untuk meningkatkan kreativitas. Jakarta: PT Gramedia Pustaka Utama. Buzan, T., & Buzan, B. (2009). The mind map book. Chicago: BBC Books. Knight, G. R. (2006). Philosophy and eucation: An introduction in Christian perspective. Michigan: Andrews University Press. Oshima, A., & Hogue, A. (2010). Writing academic English: Level 4. Pearson Longman. Tim Penjamin Mutu Pendidikan, D. P. (2018, June 22). Buku Panduan Penjamin Mutu Pendidikan. Surat Edaran Dirjen DIKDASMEN 2018. Ambon, Maluku: Depdiknas. Van Brummelen, H. (2009). Walking with God in the classroom: Christian approaches to learning and teaching. Colorado: Purposeful Design Publications.