In Indonesia, the Curriculum 2013 encourages teachers to use discovery learning for teaching English. The effects of discovery-based learning have also been analyzed from various perspectives. However, limited studies have been specifically conducted to represent both female and male students’ motivation toward their discovery-based English language learning experiences. Therefore, this study looked into the students’ motivational introspections and orientations toward their discovery-based English language learning. The subjects in this study were the students of Senior High School in Jakarta, Indonesia. The study collected both quantitative and qualitative data that were gathered through a survey and interviews. The results of the survey were analyzed using the Independent-Sample T-test and descriptive analysis. Meanwhile, the verbatim transcriptions of the interviews were analyzed using the grounded theory analysis. The quantitative data reveal that extrinsic goal orientation became the most motivating factor for the students to implement discovery learning in studying English. In addition, the qualitative data explains how the students perceived the six motivational factors differently. The findings also suggest some ways to enhance English language learning and teaching through discovery learning. Thus, this study is highly relevant to give teachers ideas on how to motivate students in learning English as a Foreign Language (EFL).