Japanese is an international language subject offered as an additional language in secondary schools in Malaysia. Japanese language subject begins from Form 1 to Form 5 at the age of 13 to 17. However, composition writing often becomes a problem among students in Japanese language classes due to insufficient mastery of vocabulary and sentence construction. This action research aims to examine the impact of using the GoIro Semantic Map method on composition writing skills among Form 5 Japanese language students at SMK Iskandar Shah, Melaka, Malaysia. The study was conducted using the action research model adapted from Kemmis and McTaggart (1988). The GoIro Semantic Mapping is an intervention that combines the use of semantic mapping concepts with color psychology to help students memorize vocabulary and phrases focused on specific topics more quickly. The GoIro Semantic Mapping method was used to enhance students' skills in writing based on specific topics. The study involved three Form 5 Japanese language students at SMK Iskandar Shah. Data were collected through marking the respondents' composition writing, interviews with the respondents, and classroom observations. The study was conducted over two weeks in Form 5 Japanese language classes. Respondents reacted positively to the use of the intervention during essay writing exercises. They also stated that this method helped them understand and memorize words and sentences more easily and quickly. The respondents' writing scores also improved compared to before using the intervention. Thus, this study has proven that the use of the GoIro Semantic Mapping method has a positive effect on enhancing Japanese composition writing skills. This method can be used as an alternative in language learning to improve students' skills. Further research can be conducted to track the effectiveness of this method over a longer period. [For the complete proceedings, see ED672804.]