This study aimed to analyze the implementation of English debate and explore students’
responses at MAN 1 Mandailing Natal. This study employed a qualitative descriptive
design involving one English teacher and eight students selected through purposive
sampling. Data were collected through observation, structured interviews, and
documentation. The findings showed that English debate was implemented as a structured
and collaborative activity involving preparation, debate activities, students’ participation,
and teacher facilitation. The debate followed the characteristics of the Asian
Parliamentary Debate format, adapted to the school’s conditions and available time.
Students participated through speaking, listening, argument preparation, rebuttal, and
teamwork, although their participation varied. The teacher facilitated the activity by
explaining procedures, managing the debate, monitoring participation, and providing
guidance. The implementation faced challenges related to English proficiency,
vocabulary, spontaneous responses, nervousness, and limited preparation time. Students
generally responded positively while also experiencing linguistic, cognitive, emotional,
and contextual challenges. They valued opportunities to practice speaking, express
opinions, organize ideas, and work collaboratively. Students suggested more preparation
time, regular practice, supporting materials, and varied topics.