<![CDATA[English tenses are important for effective communication, yet many EFL learners struggle to use them correctly. This study investigated the effectiveness of deductive and inductive approaches in improving students’ understanding of simple present tense at SMA Negeri 11 Palembang. A quantitative method was employed, using a pretest-posttest design. The participants were 72 eleventh-grade students divided into two groups: 35 students taught through a deductive approach, where rules were explained directly, and 37 students taught through and inductive approach, where rules were discovered from examples. The research was conducted over twelve meetings consisting of a pretest, ten treatments, and a posttest. A multiple-choice test served as the main instrument. Data were analyzed using paired sample t-test and independent sample t-test. Results revealed significant improvement in both groups. The deductive group had a t-value of -8.991 (df = 34, p < 0.001), while the inductive group had a t-value of -7.698 (df = 36, p < 0.001). The posttest comparison showed a t-value of 2.262 (df = 70, p = 0.027), with mean scores of 85.57 for the deductive group and 81.48 for the inductive group. These findings suggest that while both methods are effective, the deductive approach demonstrated greater effectiveness in teaching simple present tense.]]>
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