Abstract
The main purpose of this study was to examine the effect of communicative approach on creative writing among 9th graders. It was found from the literature that different aspects of creative writing can be developed through communicative approach. The pretest posttest nonequivalent control group design, that is, Quasi Experimental design was used. To carry out this investigation six classes from two schools, one public and one private, were selected to collect data for the purpose. 206 students were conveniently selected for experimentation. There were 33 girls and 173 boys in all the experimental and control groups. Four tasks of the creative writing were carefully chosen from literature and were pilot tested at a smaller group of students. After pilot testing, minor changes were incorporated. The pre-test was administered to control and experimental groups. Communicative lessons were delivered in the experimental classrooms only. The same pre-test was used as the posttest as well. The creative compositions were evaluated in the light of scoring rubrics. They were rechecked by relevant class instructors for inter-rater reliability. The data were analyzed using t-statistics and the software SPSS. Results of the research showed that communicative approach had a noteworthy influence on the increase of creative writing skills among secondary level learners. The outcomes of the research are worthwhile for teachers, curriculum specialists, syllabi designers and policy makers. In addition, communicative approach is recommended for teaching of writing any genre in English.