Empowering Creativity: The Impact of Writing Assignments on Ninth Grade Students' Creative Writing Skills

The study aimed to identify the impact of written tasks on improving the creative writing skills of ninth-grade female students. Employing a semi-experimental approach, the study utilized a pre-test and post-test as its primary assessment tools. A sample of 30 ninth-grade students from the Northeastern Badia district was selected using accessible random sampling and divided randomly into two groups: an experimental group consisting of 15 students who studied according to the written tasks strategy, and a control group of 15 students who were taught using the traditional method. The study yielded the following results: there were statistically significant differences in the average performance of the two groups on the post-test of creative writing skills, favoring the experimental group attributable to the implementation of the written tasks strategy.   This study is significant as it contributes to the understanding of effective teaching strategies in creative writing, particularly for female students in the ninth grade. Additionally, it underscores the potential of written tasks to enhance language skills, providing valuable insights for educators seeking to improve student outcomes in creative writing. Based on these findings, the study recommends conducting additional empirical research on task-based learning approaches and their associated strategies, which aim to enhance students' performance in language skills, including listening, speaking, reading, and writing.