International Journal of Engineering and Advanced Technology (IJEAT) ISSN: 2249 – 8958, Volume-9 Issue-3, February, 2020 2863 Retrieval Number: B3128129219/2020©BEIESP DOI: 10.35940/ijeat.B3128.029320 Published By: Blue Eyes Intelligence Engineering & Sciences Publication Abstract: Malaysia is generally one of the earliest countries in designing a higher education system that highlights the elements and challenges of Industry 4.0 issues, as already outlined and addressed in the 2015-2025 Malaysian Education Plan (Higher Education). As such, the self-development of teachers' human resources especially in the aspects of teacher communication skills has been developed and fully implemented in this Vocational Teacher Training Program (BIGV) curriculum. This program is a compulsory subject that must be taken by Bachelor Degree Teacher program in all Malaysia’s Universities. The sample of the study consists of 200 respondents divided into two groups that refers to the design of the experimental quasi study which is an experimental group of 158 prospective vocational teachers undergoing a comprehensive Bilingual Vocational Teacher Training (BIGV) program from the second semester student at the Faculty of Technical and Vocational Education, UTHM and control group of 42 prospective vocational teachers from second semester student in the Faculty of Technical and Vocational, UPSI. This research aims to study the effectiveness of Vocational Teacher Training (BIGV) Program towards developing the interpersonal communication skills acquisition level among the prospective vocational teachers. The researchers analyzed pre-test and post-test findings from both groups using the T-Test analysis. The results of the analysis showed that there was no significant difference in the number of min scores in pre-test and post-test for the two groups. Therefore, a further comprehensive action is needed to ensure that the implementation of the Vocational Teacher Training Program (BIGV) is successful to meet its objective in producing a more credible and sustainable teacher in the future. Keywords: Program Bina Insan Guru Vokasional (BIGV), prospective vocational teacher, Quasi-experimental, Interpersonal Communication Skills. I. INTRODUCTION Educator or teacher is one of important elements in education system and plays role to aid in the development of his or her students' personalities and specific related Revised Manuscript Received on February 18, 2020. * Correspondence Author Hasyamuddin Othman*, Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, 86400, Batu Pahat, Johor. Email: hasyam@uthm.edu.my Norathirah Nabila Abd Mutalib, Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, 86400, Batu Pahat, Johor. Email: athirah.abdmutalib@gmail.com Reyanhealme Rohanai, Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, 86400, Batu Pahat, Johor. Email: reyanrohanai@gmail.com knowledge competency. An effective educator should impart with good interpersonal skills in ensuring their teaching and learning process runs in interactive way and went as per planned (Ulah et al., 2012). This is however, issues on the abilities of educator now has been challenged from many parties. There were some claims stated that the current educators have a low acquisition in teaching and learning style and their teaching skills were set to be at the moderate level (Kementerian Pengajian Tinggi Malaysia & Kementerian Pelajaran Malaysia, 2005). Moreover, a lower readiness of educators and the lacking of knowledge and skills towards subject matters had affect educators’ quality in teaching delivery. In ideal situation, an educator must have a good capabilities and dynamic personality in enriching their teaching and learning session. As in Industrial Revolution 4.0 (IR 4.0), the needs on updating subject syllabus to meet current technological application such as online media interactive classes or internet of thinking application (IoT) within teaching and learning session are seems very crucial. It may increase students’ participation during class session but at the same time it gives an educator a great challenge in ensuring themselves prepared within the current expectations. Perhaps, an application of comprehensive knowledge transfers through potential improvement program among current or future educator should be conducted. It was proven that this improvement program able to improvise educator potential in their communication skill aspect especially embarking an effective communication within organization and teaching delivery (Tengku Kasim & Abdulajak, 2018). In conjunction with this finding, it can be seen that this improvement teaching program seems important in determining the quality level of educator. In current Malaysian education system itself, a preparatory program for prospective teachers has been conducted as early in university studies and it requires education student to undertakes this subject during specific year of study. This preparatory program known as Bina Insan Guru Vokasional (BIGV) or can be translated as Vocational Teacher Training Program. This program is expected helps to nurture a good quality of prospective vocational teachers and empowering teacher interpersonal communication skills, social awareness and thinking style. The Impact of Vocational Teacher Training Program (BIGV) Towards the Development of Interpersonal Communication Skills Among Prospective Vocational Teachers Hasyamuddin Othman, Norathirah Nabila Abd Mutalib, Reyanhealme Rohanai