Abstrak
Student video tasks have become an essential medium in language learning, particularly in improving speaking performance. Through video assignments, students can practice their pronunciation, fluency, and confidence by recording, reviewing, and refining their speech. However, preliminary research at SMPN 3 Ampek Angkek found that many students faced challenges in their video tasks, such as pronunciation errors, lack of confidence, and difficulty maintaining fluency. Some students appeared nervous and hesitant when speaking, while others struggled with articulation and clarity. These issues suggest that video tasks, while beneficial, also present obstacles that need to be analyzed to understand the factors affecting students' speaking performance. This study employs a qualitative research design, using observations and interviews as data collection methods. The data were obtained from students’ video assignments and structured interviews with students experiencing speaking difficulties. The observations focused on analyzing pronunciation, fluency, and confidence, while the interviews provided insights into students' perceptions and experiences regarding video-based speaking tasks. The collected data were analyzed using Miles and Huberman’s (2014) framework, which consists of data reduction, data display, and conclusion drawing. The findings indicate that three primary factors contribute to students' speaking difficulties: inhibition, nothing to say, and mother tongue interference. Inhibition, such as nervousness and lack of confidence, led students to avoid eye contact and speak in a low tone. The "nothing to say" phenomenon was evident in students’ struggles with vocabulary retrieval and topic comprehension, resulting in frequent pauses and disrupted fluency. Additionally, the influence of the mother tongue negatively affected pronunciation and caused frequent code-switching. These findings highlight the need for structured speaking practice, confidence-building strategies, and pronunciation training to improve students' speaking performance in video tasks.