<![CDATA[Large class sizes remain a persistent challenge for English teachers in Indonesian madrasahs, often producing noise, limited individual attention, and difficulty sustaining student engagement. This qualitative case study examined strategies used by two English teachers at a private madrasah in Palembang, where classes exceeded thirty-two students, alongside students' perceptions of these strategies. Data were collected through six classroom observations and semi-structured interviews with two teachers and ten students from grades eight and nine, then analyzed thematically. Findings identified four core strategies: planning structured lessons, managing the classroom actively through monitoring and consistent rules, implementing collaborative learning through pair and group work, and applying interactive communicative teaching that balanced explanation with engaging activities. Students perceived these strategies positively, reporting that clear, simplified explanations made lessons easier to understand, while their teachers' patience and consistent classroom management created a calm, comfortable learning environment. These findings suggest that deliberate, theory-consistent strategies can sustain effective English instruction even within oversized private madrasah classrooms. For EFL teachers facing similarly large classes, prioritizing structured planning alongside collaborative and interactive activities appears essential for maintaining both order and student engagement.]]>
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