Speaking remains a major challenge for elementary students in English language learning, often due to limited vocabulary, low confidence, and pronunciation difficulties. While previous studies have explored digital storytelling in EFL contexts, few have examined how it can be integrated with cultural content to enhance speaking skills among young learners. This study aims to investigate how cultural digital storytelling is implemented in teaching speaking and how students perceive its use in the classroom. A descriptive qualitative approach was employed, involving 20 fifth-grade students from SDN 1 Magelung. Data were collected through observation, interviews, and documentation. During the learning process, students used digital storytelling to present traditional Indonesian games such as Congklak and Gobak Sodor using simple English. They practiced speaking through reading aloud, spelling, writing game steps, and demonstrating how to play. The findings showed that cultural digital storytelling increased students’ motivation and participation in speaking activities. Familiar content made it easier for students to express themselves, although challenges such as limited grammar mastery and uneven speaking opportunities were still present. Nevertheless, group work helped ensure inclusive participation, even for those who were less confident in speaking publicly. The study concludes that integrating cultural digital storytelling into EFL instruction provides a meaningful and enjoyable way to support speaking development and cultural content
Keywords: Digital Storytelling, Speaking Skill, Cultural Content, Students’ Perception, EFL Students’