To deal with this linguistic demand, teachers let students to open a dictionary and gave a clue for the students to stimulate them on catching the meaning. Teacher also put the subtitle on the movie, repeated the instruction in Bahasa and guided their students one by one while in learning activities especially when using internet as a medium.
Further, regarding to Guariento and Morley (2001) the difficulties of language features in authentic text will lead students to feel frustrated, confused, and unmotivated even with quite simple task. Â In the interview and observation note, the students got boredom when the song is being repeated for many times because teacher asked them to sing along. The fastest speech in a movie plus the teacher did not put a subtitle caused students lost their interest in watching a movie. The students seemed happy at first, but then they confused, uninterested, and started talked to each other. To deal with this, the teacher put the subtitle and disciplined them. The difficulty of text is also make students lost their interest in finishing the task. To deal with this, teacher helped them and then changed the activity to watch a movie on youtube. In the end, teacher discussed about the movie and asked students' feeling after they read and watched the movie.
Further, according to observation note, the students said they feel better when watching a movie and read literature, but it is hard (susah) to find vocabularies, translate, and categorized it. Â The researcher interprets that students sometimes can enjoy the authentic materials as an entertainment, for example, to make them watch a movie, read a novel and short story, or listen to a song as what they actually do in leisure sure time, not as learning sources. This is in line with what Kirana (2014) asserts that rather than think the authentic materials as valuable learning source, students enjoy it as an entertainment. Therefore, teachers still need to guide them in every activity.
As researcher noticed that inappropriate content such as bad words and inappropriate scenes commonly appear on Western movie, the students realized it too. Additionally, students think it can influence their friend's behaviour and they can imitate it. The researcher noted while observing the students, students made a noise by tried to imitate 'bad' spell words from the movie. In line with this, Kirana (2014) states the culture and language in the authentic texts can be inappropriate to students hence, misunderstanding by the student from different cultural background can be occurred. To respond this, furthermore, teacher carefully selected authentic text that going to be used.
 Mishan (2005) and Richard (2001) has discussed that finding interesting and accessible materials for beginners is one of the most difficult aspect in using authentic materials. Teacher also need to spend amount of time to find suitable sources. The findings show that teacher is not always easy to find authentic materials that suitable for their students at low proficiency level.
 Another challenge is teacher needs to repeat the song more than three times while students in higher level can be less than that and because the low-level learner still find difficulties in doing the activity, teacher stated that it will take more time. In line with this finding, according to Kilickaya (2014) and Polio (2014) the authentic materials may be time consuming and make the learning process slow down.
Furthermore, because mostly authentic materials that brought by teachers are in form of digital, audio-visual or audio, so there is no physical evidence. It means that teacher think it will be harder to find the authentic materials if they need it to evaluate or archived it after the authentic materials are being used. Besides, the digital file could be potentially lost due to virus or technical trouble.
The researcher noted on the observation students opened unrelated websites when teacher asked them to access internet. It is because on the internet, there are numerous sources that can be accessed which are not related for learning, and it challenge teacher to control one by one what students' access (Mishan, 2005). The rest challenges that teacher mentioned in the interview are more to technical problem such as electricity off, trouble with speaker, and internet connection (that probably unstable). This problem has been mentioned by Erben, Bam, and Castaneda (2009) that the broken web links and the down server can be a potential problem when teacher use internet-mediated authentic materials.
CONCLUSIONS AND SUGGESTIONS
Conclusion
The authentic materials that commonly used by researcher in SMP Islam Nabilah to teach English for low learners are the cultural products such as songs, movies, pictures, literatures (novel, short stories), and webs that usually used as supplementary materials for the textbook and to engage students interest in learning English.
