REALIZATIONS OF MODALITY IN TEACHER-TO-TEACHER TALK OF FORCED ONLINE LEARNING

The objective of this study was to describe the ways the modality was realized in teacher-to-teacher talk of forced online learning. The data of this study were sentences expressing modality uttered by teachers while they were talking about forced online learning. Participant observation technique was performed to collect the data. Based on the data analysis conducted it was found that modality was realized through modal operators (47%), modal adjuncts (27%), interpersonal metaphors (16%), and predicator constituents (10%). The use of modal operators which was mostly found in realizing the modality indicates that the teachers tend to talk and think about states of affairs that are not present in the current situation and may never occur in the natural world. Moreover, there are some combinations of the realizations realized, namely: modal adjuncts and interpersonal metaphors; modal operators and predicator constituents; modal operators and modal adjuncts; interpersonal metaphors and predicator constituents; modal operators and interpersonal metaphors; modal operators, modal adjuncts, and interpersonal metaphors; and modal operators, interpersonal metaphors, and predicator constituents. It shows that teachers use some ways to assert or deny and to prescribe or proscribe when they express their judgments on forced online learning especially in informal situations.


INTRODUCTION
Online learning can be defined as learning experience by using varied devices (for instances: cellular phones, laptops, etc.) to access the internet in a synchronous or asynchronous settings. In these settings, students study and talk independently with teachers and other students (Singh and Thurman, 2019). Time zone, location, and distance are not issues in online learning. In asynchronous online learning, students can access online materials any time, while synchronous online learning allows real-time interaction between students and teachers.
However, many teachers are not familiar with online learning and they have difficulty to develop technical skills and ensure teaching resources to transfer offline teaching into an online setting. Furthermore, with insufficient resources, teachers and students are forced to settle problems related to limited internet infrastructure and resources (Shin, 2020). This is also consistent with some previous studies conducted during forced online learning period, namely: Azhari and Fajri (2021); Kruszewska et al. (2020);and Dhawan (2020). In addition, depression and stress are also major predictors of online teaching satisfaction (Truzoli, Pirola, and Conte, 2021).
Modality is the speaker's judgment or request of the judgment of the listener on the status of what is being said (Halliday and Matthiessen, 2014). Modality deals with likely or unlikely for a proposition and desirable or undesirable for a proposal. The position of the modality system is to explain the uncertainty region between "yes" and "no".
Between the certainties of "they are" and "they are not" there are respective probabilities of "they need", "they will" and "they might". Likewise, between the definitive "do!" and "don't!" there are optional choices "they have to", "they ought to" and "they can".
Moreover, modality can be realized in the form of modal operators, modal adjuncts, interpersonal metaphors, and predicator constituent.
The teacher-to-teacher talk analysis will give researchers useful facts about teachers' perceptions and values, their comprehension of the pedagogical and social aspects of teaching profession, and specific aspects of teachers discourse (Kosko and Herbst, 2012), especially on the topic of forced online learning. Furthermore, the analysis of teacher talks is a major resource for examining their work while reflecting and constructing teachers' identities and social relationships (Little and Little, 2008).
For that reason, the researcher considers that it is important to conduct a study related to modality in teacher-to-teacher talk. In this study, the researcher described the ways the modality is realized in teacher-to-teacher talk of forced online learning.

METHODOLOGY
This study was conducted based on qualitative research method. The data of this study were sentences expressing modality uttered by teachers while they were talking about forced online learning. The sources of data in this study were 5 primary teachers selected based on convenience sampling. Furthermore, participant observation technique was performed to collect the data.

FINDINGS AND DISCUSSIONS
In this study, the realization of modality was analyzed based on the theory of modality proposed by Halliday and Matthiessen (2014). Modality can be realized through finite modal operators (can/could, may/might, dare, will/would, should, ought to, must, need, has/had/have to, etc), modal adjuncts of probability or usuality (probably, possibly, certainly, usually, sometimes, always, etc.), interpersonal metaphors (I reckon, I think, I'm sure, etc.), and predicator constituents, usually by passive verbs and adjectives (are supposed to, am anxious, etc.). The realization of modality can be seen in Table 1. Then, it is followed by the use of modal adjuncts in which they occurred 95 times (27%) and interpersonal metaphors with 55 time occurrences (16%). The use of predicator constituents was rarely found in realizing the modality in teacher-to-teacher talk of forced online learning. They occurred 35 times (10%) in the 301 data. It indicates that the teachers tend to talk strictly when it comes to online learning.

A. Modal Operators
The use of modal operators was mostly found in realizing the modality in teacher-to-teacher talk of forced online learning. (f=2).The most frequent modal operator realized in teacher-to-teacher talk of forced online learning is have to/must. Have to/ must are used to convey a recommendation or to stress the urgency or the importance of an action. The occurrence of have to/must in teacher-to-teacher talk shows that teachers tend to talk about obligation and compulsion when it comes to online learning.

B. Modal Adjuncts
The use of modal adjuncts was found in realizing the modality in teacher-toteacher talk of forced online learning. They occurred 95 times or 27% in the 301 data.
The result of this study shows that modal operators, modal adjuncts, interpersonal metaphors, and predicator constituents were realized in teacher-to-teacher talk of forced online learning. It is in line with Halliday and Matthiessen (2014)  Furthermore, based on the study conducted by Rui and Jingxia (2018), it was found that "will" and "would" were the most popular expressions expressing the speakers' attitudes on the possibility of a certain event. It is different from the results of this study in which can/can't are mostly used. Furthermore, compared to previous studies, this study reveals the combinations of types of modality and also the combinations of the realizations of modality. It happens because forced online learning is a new phenomenon especially for the teachers, so they use some ways to express their judgments. Moreover, it is because of the informal situations where the conversations take place.

CONCLUSIONS
The realization of modal operators, modal adjuncts, interpersonal metaphors, predicator constituents and the combinations of them shows that teachers had many ways to assert/deny and to prescribe/proscribe when they express their judgements on forced online learning, especially in informal situations. The use of modal operators which was mostly found in realizing the modality indicates that the teachers tend to talk and think about states of affairs that are not present in the current situation and may never occur in the natural world.