Digital Storytelling (DST) has emerged as an innovative approach to address this issue by integrating technology, creativity, and interactive learning to enhance students’ speaking proficiency. This study aims firstly to explain students’ experiences in using Digital Storytelling (DST) as a medium to facilitate speaking skills, secondly to describe students’ engagement of using this learning medium. This study employed a qualitative method and a descriptive research design. The participants were eighth-grade students from class VIII J at MTsN 1 Kota Semarang. Data collection techniques were interview, classroom observation, and documentation. The results indicate that DST creates a more engaging and enjoyable learning environment, allowing students to practice speaking in a low-pressure setting. Students reported increased motivation, confidence, and creativity as they could record, review, and refine their pronunciation and fluency at their own pace. Additionally, DST provided flexibility in self-learning, enabling students to engage in speaking practice beyond classroom hours. Despite its benefits, students encountered several challenges, including pronunciation difficulties, unfamiliar vocabulary, and technical constraints in using digital tools. Nevertheless, they actively sought solutions by collaborating with peers and consulting teachers, demonstrating resilience in overcoming these obstacles. The study concludes that DST is an effective tool for improving speaking skills promoting learner autonomy, and fostering meaningful engagement in language learning.To fully optimize the potential of DST in enhancing speaking proficiency, educators should implement structured guidance and provide adequate technical support throughout the learning process.