Considering the fact that critical thinking, self-confidence, including speaking are very fundamental skills and many education experts believe that debate is a method which improve various skills of students, this study aims at analyzing the direct and indirect contribution of debate, critical thinking, and selfconfidence to enhance students speaking skill. It is quantitative study with path analysis as research design. 67 out of 72 students who join English Debate competition at East-Java English Club (EJEC) 4 2020 become the sample of this study. Likert scale questionnaires are used by researcher to know students‟ perception critical thinking and self-confidence. Descrete or yes-no questionnaire is used by researcher to know students‟ peception on debate. Beside those questionnaires, speaking test using Students Oral Language Observation Matrix (SOLOM) is used by researcher to know the students‟ speaking ability. To calculate the data, the researcher uses AMOS 24 program. The findings reveal that there is significant direct contribution of debate to students‟ critical thinking, selfconfidence, and speaking skill (P value is *** indicates the significance). For indirect contribution, it shows that there is significant contribution of debate to speaking skill through critical thinking (Sobel test= 2.753 > 1.96) and there is significant contribution of debate to speaking skill through self-confidence (Sobel test= 2.385 > 1.96).

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