Speaking skills are an important component in learning English as a foreign language (EFL), but many students still face difficulties in developing confidence, fluency, and accuracy in language use. This study aims to determine how the application of video blogging (vlogging) can improve students' speaking skills through Classroom Action Research (CAR) and identify the challenges faced by teachers in implementing vlog-based learning. This study was conducted with junior high school students who were members of an English club using two cycles of Classroom Action Research. Data were collected through speaking tests, observations, interviews, and student vlog products, and analyzed using qualitative descriptive analysis supported by a comparison of average speaking scores between cycles. The results showed that the use of vlogs showed improvement students' speaking skills, as indicated by an increase in the average speaking score from the pre-cycle stage to the end of Cycle II, especially in terms of fluency, pronunciation, and confidence. In addition, students showed higher levels of engagement and motivation during the learning process. However, this study also found several challenges faced by teachers, including an increased assessment workload, time management demands, technical limitations, and difficulties in ensuring the authenticity of students' speaking performance. Overall, the findings of this study indicate that vlog-based learning is effective in improving students' speaking skills, but requires careful pedagogical planning and teacher readiness to face various implementation challenges.