Reading has an important role in human life. One type of reading is reading comprehension. But reading is not easy. Students in senior high school have difficulty in understanding the text. So, that is the reason why the student need strategy to read. A teacher needs implementing various strategies to facilitate students in reading comprehension. One strategy that can be applied is KWL (Know, Want to Know, Learned) reading strategy. This research problems are (1) How is the implementation of KWL (Know, Want to Know, Learned) reading strategy in German reading comprehension learning in the eleventh grade student of senior high school 1 Taman? (2) How is the results of students in the German reading comprehension learning with KWL (Know, Want to Know, Learned)? (3) How are students response to the KWL (Know, Want to Know, Learned) strategy?. The purpose of this research are: (1) describe the implementation of KWL (Know, Want to Know, Learned) reading strategy in German reading comprehension learning, (2) knowing student learning outcomes, and (3) knowing students response to the KWL (Know, Want to Know, Learned) strategy. This research is a qualitative descriptive research. Data on this research was the observation sheet contains observations of student activity during the process learning, student learning outcomes and student response data. The results of this study are (1) The results of the overall frequency of 87.5% student activities and includes criteria very well. (2) The lowest value of the pretest is 34 and the highest value is 69, while The lowest value of the posttest is 76 and the highest value is 100. These results show an increase in student learning outcomes. (3) The results of percentage of student responses to KWL reading strategy is 85.4%, which includes the criteria very well. These results show that KWL reading strategy can increase German reading comprehension learning and student learning outcomes. Keywords: Reading Comprehension, KWL (Know, Want to Know, Learned) Reading Strategy.