While there is generally great controversy over how a target language isrntaught in the contemporary language classrooms, the question arisesrnas to what type of grammar instruction is deemed effective is inevitable.rnThe purpose of this study, therefore, was to examine whether inductiverngrammar instruction is more effective than deductive one in enablingrnstudents to comprehend the English verb tenses. To this end,rnexperimental research design was used, and it was conducted duringrnsecond semester of 2013 academic year. The subjects of the study were 64 grade nine students of Higher 12rnSecondary School which was chosen out of five High Schools in YekaSub-rncity via convenient sampling technique. The subjects of the studyrnwere put in to two groups: the experimental group and the controlrngroup. The former was taught 5 English verb tenses with inductivernapproach, whereas the latter was administered the same items like thernexperimental group but subjected to deductive approach. As for research instruments, three devices were mainly employed: therninductive approach treatment designed in the form of lesson plans forrnthe experimental group, pre-test and post-test which both consisted ofrn20 items of multiple choices, yet with different purposes the . The pretestrnwas used to confirm the homogeneity of the two groups from thernoutset, while the post-test was employed to compare the significantrndifference of the group at the end of the experiment. At the beginning of the experiment, the mean scores of the pre-test ofrnthe experimental and the control groups revealed that the two groupsrnwere significantly homogenous on their comprehension level of thernEnglish verb tenses at P