Public speaking is an essential skill that fosters self-confidence, critical thinking, effective communication, and leadership. However, students often struggle with anxiety, nervousness, and difficulty organizing ideas, which impact their performance. This study explores the roles of Video-Based Reflection (VBR) in addressing these challenges by capturing students' voices and examining their perspectives on improving public speaking performance and coping with anxiety. Employing a descriptive phenomenological design, this research was conducted at Walisongo English Club (WEC) in 2024, involving seven participants during five weekly practice sessions. Data were collected through interviews. Data were analyzed using the Miles, Huberman, and Saldaña model and validated using member checking. The findings reveal that VBR based on students’ voices improve students' public speaking skills by promoting self-confidence and refining delivery quality through in-depth self-evaluation. Furthermore, VBR effectively reduces public speaking anxiety by fostering self-awareness, encouraging reflective practices, and gradually building confidence. These outcomes highlight the potential of VBR as a valuable tool for self-development and skill enhancement in a supportive learning environment. This study underscores the importance of integrating reflective methods like VBR to cultivate effective communication and mitigate anxiety in public speaking contexts.