Informing the Rules of Classroom Debate Displaying the Match-ups

Implementing classroom debate strategy to improve students' critical thinking skills through argumentative writing. List of Motions in Implementing Classroom Debate Strategy to Improve Students' Critical Thinking Skills by.

Figure 3. The Completed Steps of the Implementation of Classroom debate strategy to enhance students’ critical thinking skills through

The First Meeting of Classroom Debate Strategy to Enhance Students’ Critical Thinking Skills through Argumentative

So, after the implementation of the first meeting of the implementation of classroom debate strategy to improve students'. Accordingly, based on the result of the first match of the first meeting, the organization of classroom debate was conducted in a very proper manner.

Table 5. The First Match-up Debaters of the First Meeting

The Second Meeting of Classroom Debate Strategy to Enhance Students’ Critical Thinking Skills through Argumentative

Therefore, the organization of the classroom debate was conducted in a very proper manner based on the result of the first match-up of the second meeting. In the second meeting in the implementation of classroom debate strategy to improve students' critical thinking skills through argumentative.

Table 8. The First Match-up Debaters of the Second Meeting

The Third Meeting of Classroom Debate Strategy to Enhance Students’ Critical Thinking Skills through Argumentative

Based on the result of the first match of the third meeting, the organization of the classroom debate was carried out in a very correct manner. So, based on the result of the second match-up of the third meeting, the organization of the classroom debate was carried out in a very correct manner.

Table 11. The First Match-up Debaters of the Third Meeting

The Result of Classroom Debate Strategy to Enhance Students’

The second lens to find the result of classroom debate strategy to improve students' critical thinking through argumentative writing was seen through the analysis of research subjects' document transcript (i.e. preliminary research result and final exam result in argumentative writing). Therefore, the researcher absorbed the subjects' document transcript (i.e. preliminary research result and final exam result in argumentative writing) from the third party.

Figure 5. Research Subjects Progress of Critical Thinking Skills Enhancement

The First Research Subject; APD

Thus, communally, the APD's pre-research score (i.e. the APD's critical thinking skills score before experiencing the debate strategy in the classroom) was only scored 1 or D. Therefore, in conclusion, the score of APD for pre-research (i.e. APD's critical thinking skills score after classroom debate strategy experience) increased from 1 or D to 4 or A.

Table 14. APD’s Individual Progress of the Enhancement of Critical Thinking Elements

The Second Research Subject; AWPW

AWPW

The Third Research Subject; JRF

The first lens of the analysis of JRF's individual report was seen through the analysis of JRF's classroom debate vote. JRF's critical thinking skills as captured by JRF's argumentative writing final exam result have been progressively improved. They were (1) JRF's score for the first element of critical thinking (i.e. question at hand) was 4 or A;.

Therefore, in conclusion, JRF's score for the preliminary examination (i.e. the result of JRF's critical thinking skills after experiencing a debate strategy in class) was increased from 1 or D to 4 or A.

Table 16. JRF’s Individual Progress of the Enhancement of Critical Thinking Elements

The Fourth Research Subject; MM

The first venue for the analysis of MM's individual report was seen through the voting analysis of MM's class discussion. MM's critical thinking skills, as captured in MM's argumentative written final exam score, gradually improved. They were (1) the MM score for the first element of critical thinking (ie, the question at issue) was 2 or C;.

Therefore, in conclusion, MM's score for the preliminary examination (i.e., the outcome of MM's critical thinking skills after experiencing a debate strategy in class) was increased from 1 or D to 3 or B.

Table 17. MM’s Individual Progress of the Enhancement of Critical Thinking Elements

The Fifth Research Subject; MSA

Thus, MSA's score for the preliminary examination (i.e., the outcome of MSA's critical thinking skills before she experienced the debate strategy in the classroom) was thus taken away as 2 or C. MSA's critical thinking skills, in which it was captured through the outcome of the argumentative writing of MSA, were gradually improved. The detailed result of MSA's improvement in critical thinking skills is summarized in the following statements.

The result agreed that the use of debate in the classroom progressively increased MSA's critical thinking skills.

Table 18. MSA’s Individual Progress of the Enhancement of Critical Thinking Elements

The Sixth Research Subject; MDR

MDR's critical thinking skills, as captured by the MDR's argumentative written final exam score, gradually improved. The detailed result of improving critical thinking skills with MDR has been covered in the following explanations. Therefore, as a conclusion, the MDR score for the pre-survey (ie, the MDR critical thinking skills score after the classroom discussion strategy experience) was improved from 1 or D to 4 or A.

The result agreed that the use of classroom discussion gradually improved MDR's critical thinking skills.

Table 19. MDR’s Individual Progress of the Enhancement of Critical Thinking Elements

The Seventh Research Subject; MFR

Thus, the overall MFR score for the presurvey (i.e., the MFR's critical thinking skills score prior to the classroom debate strategy experience) was hijacked by 2 or C. MFR's critical thinking skills in which they were captured by the MFR's argumentative writing score of the final exam, have gradually improved. . The detailed result of improving the critical thinking skills of MFR' has been covered in the following explanations.

As a result, the use of classroom debates gradually improved MFR's critical thinking skills.

Table 20. MFR’s Individual Progress of the Enhancement of Critical Thinking Elements

The Eighth Research Subject; NIZ

Thus, communally, NIZ's pre-research score (i.e. NIZ's critical thinking skills score before experiencing the debate strategy in class) was captured as only 1 or D. They were (1 ) The NIZ score for the first element of critical thinking (ie the question in question) was 4 or A;. Therefore, in conclusion, the pre-research NIZ score (i.e. the NIZ critical thinking skills score after the classroom debate strategy experience) increased from 1 or D to 4 or A.

The result agreed that the use of debate in the classroom progressively increased the critical thinking skills of NIZ.

Table 21. NIZ’s Individual Progress of the Enhancement of Critical Thinking Elements

The Ninth Research Subject; PIN

First, based on the analysis of PIN's initialized state of critical thinking skills (i.e., the state was captured on. Thus, collectively, PIN's score for the preliminary research (i.e., the result of PIN's critical thinking skills before the experience of classroom debate strategy) was picked up 1 or D Only. They were (1) PIN's score for the first element of critical thinking (i.e. question at hand) was 4 or A;.

Therefore, in conclusion, the pre-research PIN score (i.e. the PIN critical thinking skills score after the classroom debate strategy experience) increased from 1 or D to 4 or A.

Table 22. PIN’s Individual Progress of the Enhancement of Critical Thinking Elements

The Tenth Research Subject; PGM

First, based on the analysis of PGM's initial state of critical thinking skills (i.e., the condition was covered. Thus, the total PGM score for the pre-survey (i.e., PGM's critical thinking skill score before the classroom debate strategy experience) was 1 or only D. The detailed outcome of PGM's improvement in critical thinking skills was captured in these following explanations.

Therefore, as a conclusion, PGM's score for the preliminary research (i.e., the result of PGM's critical thinking skills after experiencing classroom debate strategy) was increased from 1 or D to 4 or A.

Table 23. PGM’s Individual Progress of the Enhancement of Critical Thinking Elements

The Eleventh Research Subject; RES

Thus, the overall RES score for the pre-survey (i.e., the RES critical thinking ability score prior to the classroom discussion strategy experience) was hijacked by only 1 or D. There were (1) the RES score for the first critical thinking element (i.e., the controversial question) was 4 or A;. Therefore, as a conclusion, the MSH score for the pre-survey (i.e. RES critical thinking ability score after classroom debate strategy experience) was improved from 1 or D to 4 or A.

As a result, the use of classroom debates gradually improved RES's critical thinking skills.

Table 24. RES’ Individual Progress of the Enhancement of Critical Thinking Elements

The Twelfth Research Subject; RYV

Thus, RYV's total score for the pre-survey (ie, RYV's critical thinking skills score prior to the classroom discussion strategy experience) was hijacked by 2 or C. The detailed score of RYV's critical thinking skill improvement' was covered in the following explanations. In conclusion, therefore, RYV's pre-survey score (i.e., RYV's critical thinking skill score after classroom discussion strategy experience) improved from 2 or C to 4 or A.

The result agreed that the use of classroom debate progressively increased RYV's critical thinking skills.

Table 25. RYV’s Individual Progress of the Enhancement of Critical Thinking Elements

The Thirteenth Research Subject; SFAI

SFAI

The Fourteenth Research Subject; SF

Thus, the overall SF score for the pre-survey (i.e., the SF critical thinking skills score prior to the classroom discussion strategy experience) was hijacked by only 1 or D. They were (1) the SF score for the first critical thinking item (i.e., the controversial issue) was was 4 or A;. In conclusion, therefore, the SF score for the pre-survey (ie, the SF critical thinking skills score after the classroom discussion strategy experience) was improved from 1 or D to 4 or A.

The result agreed that the use of classroom debate gradually improved SF's critical thinking skills.

Table 27. SF’s Individual Progress of the Enhancement of Critical Thinking Elements

The Fifteenth Research Subject; AF

Thus, AF's total score for the pre-survey (i.e., AF's critical thinking ability score before experiencing the classroom discussion strategy) was only 1 or D. They were (1) AF's score for the first critical thinking item (i.e., controversial issue) was was 4 or A;. Therefore, as a conclusion, the AF score for the pre-survey (i.e., AF's critical thinking ability score after the classroom discussion strategy experience) was improved from 1 or D to 4 or A.

As a result, the use of classroom debates gradually improved AF's critical thinking skills.

Table 28. AF’s Individual Progress of the Enhancement of Critical Thinking Elements

The Sixteenth Research Subject; HNM

Thus, communally, HNM's pre-research score (i.e. HNM's critical thinking skills score before experiencing the classroom debate strategy) was scored as only 1 or D. The detailed score of HNM's improvement in critical thinking skills was captured in the following explanations. Therefore, in conclusion, the HNM score for the pre-research (i.e. the HNM critical thinking skills score after the classroom debate strategy experience) increased from 1 or D to 3 or B.

The result agreed that the use of debate in the classroom progressively increased the critical thinking skills of HNM.

Table 28. HNM’s Individual Progress of the Enhancement of Critical Thinking Elements

The Seventeenth Research Subject; NS

Collectively, NS's score for the preliminary examination (i.e., the result of NS's critical thinking skills before experiencing a debate strategy in class) was therefore only 1 or D. They were (1) NS's score for the first element of critical thinking (i.e. the question at stake) was 2 or C;. Therefore, in conclusion, NS's score for the preliminary examination (i.e., the result of NS's critical thinking skills after experiencing a debate strategy in class) was increased from 1 or D to 3 or B.

The result agreed that the use of classroom debate gradually improved NS's critical thinking skills.

graphic of NS’ progress of enhancement was accumulated from NS’

The Eighteenth Research Subject; MWH

Thus, communally, MWH's pre-research score (i.e. MWH's critical thinking skills score before experiencing the debate strategy in class) was only scored 1 or D. The detailed score of MWH's improvement in critical thinking skills are captured in the following explanations. Therefore, in conclusion, the MWH score for the pre-research (i.e. the MWH critical thinking skills score after the classroom debate strategy experience) increased from 1 or D to 3 or B.

The result agreed that the use of classroom debate gradually improved MWH's critical thinking skills.

Table 31. MWH’s Individual Progress of the Enhancement of Critical Thinking Elements

The Nineteenth Research Subject; MSH

• Discussion
• The Discussion of the Finding of the Implementation of Classroom Debate Strategy to Enhance Students’ Critical Thinking Skills through
• The Discussion of the Finding of the Result of Classroom Debate Strategy to Enhance Students’ Critical Thinking Skills through

The result agreed that the use of classroom debate progressively improved MSH's critical thinking skills. Moreover, the second layer of discussion highlights the result of classroom debate strategy to improve students' critical thinking skills through argumentative writing. In analyzing the result of classroom debate strategy to improve students' critical thinking skills through argumentative writing, there were two lenses of analysis.

As a common justification, classroom debate strategy has progressively contributed to the improvement of research subjects' critical thinking skills.

Table 32. MSH’s Individual Progress of the Enhancement of Critical Thinking Elements