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c. The Objective and Syllabus of CLT
Instructional objectives have different meaning with instructional goals

although the instructional goals and objectives are intermingled. It is true that
Oliva (1992: 261) states that ―goals are derived from a statement of philosophy.

Goals define aims of education, and assessment of needs. From goals, then, we

derive objectives. Objective is a purpose or end stated in specific and measurable
terms.‖ Objective of language teaching and learning should be determined

obviously in syllabus. The implementation of one method or approach is aimed at
reaching the learning objectives.

Particular objectives for CLT cannot be defined beyond the level of
specification, since such an approach assumes that language teaching reflects the

particular needs of the target learners. The needs are more inclined to be the

domains of the four language skills; reading, writing, listening, or speaking. Each
of which can be approached from a communicative perspective. Curriculum or

instructional objectives for a particular course would reflect specific aspects of

communicative competence according to the learners‘ proficiency level and
communicative needs.

Piepho (Richards & Roger, 1999: 73) discusses the following levels of
objectives in communicative approach; (1) an integrative and content level

(language as a means of expression); (2) a linguistic and instrumental level
(language as a semiotic system and an object of learning); (3) an affective level of

interpersonal relationships and conduct (language as a means of expressing values

and judgments about oneself and others); (4) a level of individual learning needs
(remedial learning based on error analysis); and (5) a general educational level of

extra-linguistic goals (language learning within the institutional curriculum).
Richards (2006: 11) states dealing with the CLT syllabus that a skills-

based syllabus focuses on the four skills of reading, writing, listening, and
speaking. This syllabus breaks each skill down into its component micro-skills.

For example, the skill of listening might be further described in term of the micro-

skills such as recognizing key words in conversation, recognizing the topic of a
conversation, recognizing speakers‘ attitude toward a topic, recognizing time

reference of an utterance, following speech at different rates of speed, and

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