E-ISSN 2240-0524 ISSN 2239-978X Journal of Educational and Social Research www.richtmann.org Vol 12 No 2 March 2022 163 . Research Article © 2022 Christiani et al. This is an open access article licensed under the Creative Commons Attribution-NonCommercial 4.0 International License (https://creativecommons.org/licenses/by-nc/4.0/) Received: 31 October 2021 / Accepted: 24 December 2021 / Published: 5 March 2022 Prospective English Teachers’ Knowledge on Mind Mapping Natalia Christiani 1 Novalita Fransisca Tungka 2 Romauli Nainggolan 1 1 Universitas Ciputra Surabaya, CitraLand CBD Boulevard, Made, Kec. Sambikerep, Kota SBY, Jawa Timur 60219, Indonesia 2 Universitas Sintuwu Maroso Poso – Poso, Jl. Pulau Timor, Gebang Rejo, Poso Kota Sel., Kabupaten Poso, Sulawesi Tengah 94612, Indonesia DOI: https://doi.org/10.36941/jesr-2022-0042 Abstract The purpose of this research was investigating prospective English teachers’ knowledge on mind mapping by using a questionnaire. There were 142 respondents from various semesters of their study in English Department, Faculty of Teacher Training and Education, in three cities in Indonesia, i.e., Medan, Sidoarjo, and Poso. The questionnaire consisted of 7 items of close and open-ended questions that asked about the prospective English teachers’ knowledge on mind mapping and its usage. Questionnaire was analyzed using descriptive quantitative research method. Result showed that almost 50% of the prospective English teachers have known about mind mapping. This bases result can be suggested to extend by analyzing its usage in another skills of English learned by these prospective teachers. Keywords: Prospective English teachers, knowledge, mind mapping, Indonesia 1. Introduction Consisted of more than 270 million people, Indonesia needs qualified teachers to educate the generations of this world. The words of ‘qualified teachers’ reflect to the characteristics of good teachers who have competencies, attitudes, and characteristics at all levels of education that bring through learners to reach desired learning outcomes by solving problems, thinking critically, working collaboratively, and become potential citizens (Borg, 2006; Hunt, 2009; Kulekci, 2018). This happens to the English language educators. They are identified as the main figures in the language learning process that affect bases to learners’ progress, are eager to teach, understand the learners’ needs and do their best to carry out their learners’ learning experiences (Cheung, 2006; Arnon & Reichel, 2007; Korkmaz & Yavuz, 2011).