Penelitian dilakukan bertujuan untuk melihat pengaruh Kompotensi, Motivasi, dan Kepemimpinan terhadap Kinerja Pegawai Dinas Pertanian dan Ketahanan Pangan Kabupaten Selayar. Penelitian ini dilakukan dengan metode survey dan mengumpulkan data melalui kuisioner untuk menganalisis fakta dan data-data yang menunjang keterangan yang diperlukan untuk mendukung pembahasan penelitian. Sedangkan jenis penelitian adalah deskriptif kuantitatif, yaitu menguraikan dan menjelaskan pengaruh Kompetensi, Motivasi dan Kepemimpinan terhadap kinerja Aparatur Sipil Negara Dinas Pertanian dan Ketahanan Pangan Kabupaten Kepulauan Selayar.Hasil penelitian ini mneunjukkan bahwa kompetensi memiliki pengaruh dan signifikan terhadap kinerja pegawai, motivasi memiliki pengaruh secara signifikan terhadap kinerja pegawai dan kepemimpinan juga memiliki pengaruh secara signifikan terhadap kinerja pegawai Dinas Pertanian dan Ketahanan Pangan Kabupaten Selayar.   Kata kunci: Kompetensi, Motivasi, Kepemimpinan dan Kinerja

This study analyzed classroom interaction patterns in four EFL virtual learning classes at IAIN Parepare: speaking, listening, writing, and reading. The purpose of this study was to give an overview of classroom interaction involving lecturers and students during the learning process. The researchers used a video recorder and field notes to capture the spoken and written interaction during the learning process. Data were transcribed and codified based on the intuitive taxonomy of the discourse act framework of Tsui. Data showed that both in spoken and written interaction, patterns of Initiation-Response (IR), Initiation-Response-Follow up (IRF), and Initiation-Response-Follow Up-Follow Up 2 (IRFF) occurred. In detail, the complete interaction patterns were in listening class, both in spoken and written form. In reading and writing classes, the Initiation-Response (IR) and the Initiation-Response-Feedback (IRF) occurred. However, in speaking, only Initiation-Response (IR) was produced. In written interaction, except in the listening class, only Initiation-Response (IR) occurred. Data also showed that utterance categories occurred less in written interaction than in spoken. Most of the interactions were done when the lecturer provided information on learning material and instructions on how to do assignments. Thus, there was no feedback given by the lecturer in this interaction. The study also found that the interaction was lecturer-centered, and both the lecturers and the students employed the L1 in the classroom interaction.