Motivation is of one central component in the success of long and tedious effort of foreign
language learning. The present study was aimed to uncover the existence and intensity of intrinsic
and extrinsic motivation among English Language Department. Investigation into students'
preference towards FL classroom pedagogies was conducted to be then further scrutinized
whether it correlate with their motivation. Administering a mixed -method design utilizing a 31-
item questionnaire and semi-structured interview, both were able to successfully acquire the
sought data. Quantitative findings were gathered among 87 survey participants and qualitative
result from 8 interviewees. The results showed that intrinsic and extrinsic motivation were found
and showed that both coexist together influencing language learners. The investigation on
students' preference of FL classroom pedagogies had resulted in overall positive appreciation.
Finally, the result of correlational analysis between motivation and pedagogies preferences had
yielded a result of students' high amount of intrinsic motivation was related to practically oriented
learning (.445) and challenging activity (.348), while also consistently significantly correlated
with extrinsic motivation with (.370) and (.301), respectively. Meanwhile, traditional approach
and cooperative learning were not significantly related with (.053 and .159) on intrinsic
motivation while ( .196) and (. 095) on extrinsic motivation.