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identifying key information in a passage. A skills-based syllabus gives more
attention on integrated-skills teaching. Advocates of CLT however stressed an

integrated-skills approach to the teaching of the skills. Since in real life the skill
often occur together, they should also be linked in teaching.

A skills-based syllabus in CLT perspective focuses on the four skills but a

functional syllabus is based on a function. Richards (2006: 11-12) depicted that a
―functional syllabus in CLT is organized according to the functions the learner

should be able to carry out in English, such as expression likes and dislikes,
offering and accepting apologies, introducing someone, and giving explanations.‖

The syllabus of CLT, the communicative competence is viewed as mastery of
functions needed for communication across a wide range of situations.

Other syllabus types are also proposed in CLT perspective at this time. A

notional syllabus is one based around the content and notions a learner would
need to express, and a task syllabus specifies the tasks and activities students

should carry out in the classroom (Richards, 2006: 11). It is soon realized,

however, that a syllabus needs to identify all the relevant components of a
language, and the first widely adopted communicative syllabus developed within

the framework of CLT is termed threshold level. This describes the level of
proficiency learners need to attain to cross the threshold and begin real

communication. The threshold syllabus hence specifies topics, functions, notions,
situations, as well as grammar and vocabulary.

d. The Communicative Activities in CLT

In the contemporary age of high professional requirements such as
excellent communicative skills, the need for successful learning of communicative

skills of English language suggests communicative ability to be the goal of
language teaching. In other words, to teach English language using

communicative approach becomes essential. It is the same as what Jabeen (2014:
01) conducted a research about the implementation of communicative approach.

Many teachers in their classroom activities or behaviors indicate that the

implementation of communicative approach in the classroom is rare. Although
teachers claim to be following a communicative approach, in practice the teachers

seem to be following traditional approaches.

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