The aim of this research is to reveal whether: (1) Journal writing technique is more effective than mind mapping technique to teach writing to the eighth grade students’, (2) the students who have high creativity have better writing skill than those who have low creativity; and (3) there is an interaction between teaching techniques and creativity to teach writing to the eighth grade students. The researcher conducted a quasi experimental study at SMPN 7 Nganjuk in the Academic Year of 2016/2017. The sampling used in this research was cluster random sampling. The sample of this research was 56 students including 28 students of experimental class and 28 students of control class. Each class was divided into high and low levels of creativity. To collect the data, there were two instruments used namely writing test and verbal creativity test. After treatment was given to both classes in eight meetings, the researcher conducted a post-test of writing to get the data. The data were analyzed in terms of their frequency distribution, normality, and homogeneity. Then 2x2 Multifactorial Analysis of Variance (ANOVA) and Tukey test were used to test the research hypothesis. The result of analysis shows that: (1) Journal writing technique is more effective than mind mapping to teach writing; (2) the students who have high creativity have better writing skill than those who have low creativity; and (3) there is an interaction between teaching techniques and creativity in teaching writing. Therefore, it is recommended to English teacher to apply journal writing technique in writing class to promote an effective teaching writing.