This study aims at investigating (1) The differences of learning achievement of students' creative writing between the students who follow mind mapping strategy than those who follow conventional strategy, (2) The differences of learning achievement of students' creative writing between the students who follow mind mapping strategy than those who follow conventional strategy by controlling students' creativity, and (3) The contribution of creativity toward students' learning achievement of creative writing. To achieve those purposes, a quasi experiment has been conducted by using posttest-only control group design where the subjects were the fifth grade students of elementary schools as much as 61 students. The results show that (1) There is any significant difference of learning achievement of students' creative writing between the students who follow mind mapping strategy than those who follow conventional strategy, (2) By controlling the students' creativity, creative writing learning achievement of the students who follow mind mapping strategy is higher than those who follow conventional strategy after controlling the students' creativity, and (3) The contribution of creativity toward learning achievement of creative writing of the students who follow mind mapping strategy is 19.9%.