Large class is a common phenomenon at university levels. Due to the large number of students and a major background that is not from the English department, it is assumed that some problems arise in the teaching and learning process. Several studies investigated the problems and strategies in teaching English to large classes. Nevertheless, only a few studies have been conducted about this issue in Indonesia. To fill this gap, the researcher conducted this study focusing on the problems and strategies at the university level, specifically in teaching English to large classes for non-English department students.

            This study was conducted at the Faculty of Teacher Training and Education, University of Lambung Mangkurat. It involved three lecturers from the English Language Education Study Program, who teach English to large classes for students in the non-English department. To collect the data, this study used a qualitative approach with observations to identify problems and strategies in teaching and learning and interviews to get further information from the lecturers’ perspectives.

            The findings revealed there are several problems in teaching English to large classes, including difficulties controlling and monitoring students’ discipline, the inability to provide individual attention, difficulty assessing students’ evaluation, ineffectiveness of the teaching and learning process, and difficulty in relating material to students’ majors. Despite the problems, some strategies are used by the lecturers, such as managing classroom communication and talking time, using interactive classroom management, peer assessment, using various teaching methods, recognizing and engaging, utilizing technology, using supporting media, and integrating content with students' majors. This study suggests that further research and institutional support are needed to address the identified problems and improve these strategies' effectiveness. Understanding and implementing specific strategies to the needs of non-English major students in large classes may improve teaching outcomes and student engagement in English language learning.