This research aimed to investigated the effectiveness of the Listening Triangle Strategy in enhancing writing skills among first-year secondary school students. The participants were divided into an experimental group and a control group, with a quasi-experimental pre-post test design employed. Both groups underwent pretesting and post-testing using a Writing Skills test, which was evaluated by two raters according to a rubric developed by the researcher. The experimental group received instruction based on the Listening Triangle Strategy, which emphasizes active engagement. Statistical analysis of the post-test results indicated that the experimental group significantly outperformed the control group, demonstrating substantial improvements in various writing competencies, including content development, organization, and grammar. The implementation of the Listening Triangle Strategy resulted in a large effect size, highlighting on students' writing skills.