Argumentation skills are considered essential in the 21st century since they are used in many activities such as social interaction, trading, education, etc. Therefore, efforts for improving argumentation skills are needed. The involvement of internal factors, such as emotion regulation might play a role in the improvement of argumentation skills. This study aimed to investigate whether emotion regulation level influences argumentation skills. Emotion regulation questionnaire developed by Gross & John and argumentation skills test based to Toulmin theory were given to 60 4th semester students from a state university to reach the answer. Quantitative data were analyzed using SPSS and qualitative data were analyzed by using description analyze. Pearson correlation test result showed a negative value (-0.329), which denoted that students with low emotional regulation possessed high argumentation skills. Whereas, simple linear regression showed coefficient value of 0.108, which denoted that argumentation skills affected by emotion regulation level. The results of the qualitative analysis show that students who have low emotional regulation are more easily motivated to argue. Although the effect of emotional regulation to argumentation skills was relatively small (0.108), it is estimated that it can be increased by using a trapping cycle strategy, improving argumentation skills by degrading emotion regulation level through the repetitive use of sensitive topics. [ABSTRACT FROM AUTHOR]