Speaking anxiety is a significant challenge faced by students in English presentations. Students who experience anxiety during presentations exhibit various symptoms and influenced by multiple factors. This study aims to analyze the symptoms and causal factors of speaking anxiety among a state university students, particularly those participating in the English Camp organized by the English Study Club. This research employs a qualitative descriptive approach to explore students' experiences related to speaking anxiety. Data were collected through semi-structured interviews, observations, and questionnaires during the English Camp. The questionnaire was adapted from the Foreign Language Classroom Anxiety Scale (FLCAS) to identify students with high levels of anxiety. Selected students were then interviewed and observed to identify the symptoms and factors contributing to their anxiety. The findings that speaking anxiety manifests in observable symptoms, categorized into physical symptoms (trembling, a pale face and rigid facial expression), verbal symptoms (voice shaking, frequently using filler words), and observable symptoms in the form of action. Meanwhile, non-observable symptoms include nervousness; heart palpitations; difficulty in thinking, forgetting material, and mind blank; experiencing a cold sensation. The primary causing factors of students’ speaking anxiety include lack of vocabulary, lack of preparation, lack of practice, fear of making mistakes and being laughed at, fear of being the focus of attention and memory disassociation.

This research aimed to find out whether or not the use of Short Stories can improve vocabulary mastery. The researcher used a pre-experimental one group with pretest and post-test design. The instrument used to collect data of this research is a test. The researcher used a vocabulary translating test that consisted of 10 questions and a vocabulary matching test that consisted of 10 questions. There were 20 questions for pre-test and 20 questions for post-test. The research findings show that the students' vocabulary mastery improved by using short Stories. It was shown on the mean score of pre-test 44.82 while the mean score of post-test 76.42 which means higher than pre-test The conclusion is drawn based on the results obtained from the paired-sample T-test.. The significant sig. (2-tailed) of pre-test and post-test 0.000. The sig. (2- tailed) is 0.000 < 0.05 which means the pre-test and post-test has sig < a and can be concluded that the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. From these findings, there was an improvement in vocabulary mastery and it was concluded that the use of Short Stories can improve vocabulary mastery.