Analytic Syllabi

There are two types of syllabus synthetic syllabi and analytic syllabi. As, Synthetic syllabi contains linguistic units: grammar structures, vocabulary items, functions while the analytic syllabi are organised in terms of the purposes for which people are learning language and the kinds of language performance that are basically important to meet those purposes (Wilkins 1976: 13). According to the above definition, task-based syllabus fails in to the category of an analytic syllabus. This type of syllabus is meaningful and communicative in nature also, have a clear outcome so that the teacher and students recognise whether the communication has been successful or not. As Candline and Murphy note:

“The central purpose we are concerned with is

As a result, they came up with a variety of recommendations in line with wide-ranging problems of the institutions. For instance, a research conducted by Meseret (2012) was confined teachers and students perceptions and practices in Haramaya University. His finding showed that instructors had favourable perceptions about the contribution of task-based writing to the development of students’ writing ability, but they lacked confidence to implement task-based writing because of their students’ poor writing. Tewodros (2014) carried out a study on the writing tasks in grade nine English textbook based on task-based approach principles in Gode SOS high school, and revealed that there was a variety of task-based writing tasks were explicitly provided in grade nine English textbook, which were categorized under controlled guided and free types of writing tasks. His study also revealed that only few writing tasks were provided in the textbook that encourage learners to perform writing through process approach to writing which was considered as major limitation of the writing tasks. The other research, which was conducted by Aychiluhm (2015), was also concerned with the assessing implementation of task-based approach in teaching writing in Aboker preparatory school in grade 11. His findings should that most teachers are not properly implementing

Because, grade 10 is the end of secondary school in which students need a excessive support for the rest of their academic career. As an English teacher, the researcher noticed disapprovals from grade 10 English language teachers about learners’ writing. In the informal discussion made with the teachers who taught grade 10, they claimed that they were challenged when dealing with the writing tasks of the grade. They suggested that some of the contents of the writing tasks are challenging for the learners because learners had no good background knowledge about the writing