YouTube vlogging facilitates EFL learners to practice their speaking skills. The purpose of this research was to determine students’ creativity, perception, barriers, and strategy on YouTube vlogging in online speaking classes. This research used a descriptive qualitative design and random sampling. The participants of this research were the fourth-semester of English Education department students of UIN Walisongo Semarang. There were 11 of 38 students as the sample using a simple random sampling method. Semi-structured interview forms were used as the data collection through WhatsApp chat as one of the online learning media held today. As the result, students’ creativity to create a good vlog were making a script, outlining the material, and setting devices. There are various perceptions of YouTube vlogging from the students, such as the suitable method and their motivation in online speaking class. The barriers found during creating YouTube vlogging were the vocabulary, pronunciation, grammar, the theme and topic, media and tools, and the editing process. The strategy to cope with the barriers were preparing the script, memorizing, speaking fast, ignoring the grammar, and preparing well. It implied that YouTube vlogging in online speaking classes was an appropriate method in the online speaking classes to improve students' speaking skills.