Abstract:
This study examines the effectiveness of Collective Reflection-Based Argumentation Mapping (CR-AM) in
enhancing argumentative speaking skills among primary school students. Conducted with 20 sixth-grade
students at Anuban Ob-Om School in Southern Thailand, the research employed a Classroom Action Research
(CAR) approach over two cycles, with data collected through pre-tests, post-tests, and observations. The
assessments of students' speaking skills, conducted by pre-test and post-test evaluations, demonstrated a
substantial enhancement in average speaking scores, rising from 52.75 to 70.25, with all students achieving the
minimum mastery criterion. Observational data revealed elevated levels of student involvement and
participation during collective reflection activities, underscoring the advantages of collaborative learning. The
findings show that CR-AM effectively fosters essential language skills, preparing students for meaningful
communication and critical thinking.
