<![CDATA[General Background Primary school language education is designed to develop comprehensive language competencies, focusing heavily on oral communication skills to help students express ideas efficiently within real-world contexts. Specific Background Traditional approaches often leave students disengaged, prompting teachers to implement active learning models like role-playing to foster classroom interaction and deepen conceptual understanding. Knowledge Gap While diverse teaching methods exist, empirical tracking of structured dramatization specifically targeting oral retelling performance remains inconsistent and frequently disconnected from quantitative verification frameworks in elementary settings. Aims This study evaluates the statistical changes in speaking and narrative retelling performance among fourth-grade students after implementing a role-playing pedagogical intervention. Results Quantitative analysis of 14 participants revealed that the student mean score increased from a pre-test baseline of 46.43 ($\text{SD} = 15.742$) to a post-test peak of 87.50 ($\text{SD} = 7.532$). Normality testing confirmed a regular distribution for the pre-test data ($p > 0.05$), though post-test variations deviated significantly on the Shapiro-Wilk metric ($p = 0.027$), indicating a distinct consolidation of high-performing scores following the treatment. Novelty This intervention combines localized dramatic role assumption with empirical tracking metrics to isolate direct shifts in narrative vocalization proficiency. Implications Integrating active simulation frameworks into early language curricula significantly elevates vocal performance, proving that experiential dramatic exercises offer a reliable pathway for reinforcing oral literacy in primary education. Keywords: Oral Communication, Classroom Dramatization, Primary Education, Narrative Retelling, Language Pedagogy Key Findings Highlights Post-intervention speaking evaluations demonstrated a substantial increase in student performance averages alongside a narrower overall data distribution. Normality tests revealed a significant distribution shift in student scores after completing the active learning cycles. Experimental results verify that structural role-playing methods successfully optimize student capabilities in oral narrative retelling.]]>
