Yogyakarta University of Technology targets its students to be able to communicate in English. To achieve this target, the passing grade for Communicate English course is ?B?. However, it causes several problems since many students lack of English competency; besides the number of students in the class is about 40 ? 55 students. Additionally, due to the absence of the module, lecturers use the syllabus as their main references. Therefore, this study aims at exploring the implementation of Communicative English syllabus as a main reference to teach speaking for Civil Engineering students and investigating the effect of the implementing this syllabus on the quality of students? language learning. To be able to answer the research questions, a case study is implemented. All data were collected through document analysis, interview, and observation. This study involved 159 Civil Engineering students from three different classes, 1 curriculum developer, and 2 Communicative English lecturers. Thus, based on findings, it reveals that to help students to achieve the passing grade, the scoring system was changed in which the highest score would be given for assignments and class participation. To maximize students? speaking activities, face to face discussion, information gap activity, group discussion, and individual (recording) assignment were implemented. Since the syllabus did not provide detail information, lecturers had to combine between SAP (lesson plan) and the syllabus. Furthermore, the implementation of this syllabus brought positive effects for students? motivation, confidence, and courage to speak English. Key words: Passing grade, module, scoring system, individual assignment, confidence