This research investigates students’ perceptions of using the digital storytelling application Animoto to improve their English speaking skills at SMP 2 SATAP Tabongo. Thirty ninth-grade students participated in this descriptive quantitative study, with data collected through observations and structured questionnaires consisting of Likert-scale and open-ended items. The findings show that students had positive perceptions across five areas: participation and engagement, ease of use, speaking skill improvement, learning experience and motivation, and challenges. Students reported greater confidence, fluency, vocabulary, and ability to express ideas after using Animoto, and found the learning process more enjoyable and meaningful. Despite challenges such as limited infrastructure, time constraints, and unfamiliarity with the application, students remained motivated and successfully completed their tasks with teacher support. These results are supported by theories from Bandura, Mayer, Vygotsky, and Davis. In conclusion, digital storytelling using Animoto is an effective method for improving students’ speaking skills in EFL classrooms when implemented with appropriate support and resources. Keywords: Digital Storytelling, Speaking Skill, Animoto, Student Perception, EFL Learning