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ABSTRACT: In learning argumentative writing, counter-arguments and rebuttals are essential to convince the readers. However, students often struggle to integrate strong counter-arguments and rebuttals into their writing due to limited mastery of crucial elements such as content and linguistic proficiency. Therefore, this research aims to describe students' performance in writing strong counter-arguments and rebuttals in argumentative writing courses and the strategies students employ in developing these elements in argumentative essays. This research utilized a qualitative study with a descriptive research design. To collect the data, the researchers are primary research tools for analyzing 40 argumentative essays written by the students. A content analysis method was used to identify, explore, and interpret the data. The research showed that 92.5% of the total participants wrote both counter-arguments and rebuttals, with 90% constructing strong counter-arguments and 75% presenting strong rebuttals. This research proved the applied teaching model in the course is recommended in the teaching of argumentative writing in the English education program.
Keywords: Counter-Arguments; Rebuttal; Argumentative Writing; Students Performance.
